This document provides an overview of education from several sociological perspectives. It discusses the manifest and latent functions of education according to functionalism. Manifest functions include socialization, social control, and social placement. Latent functions include courtship, social networks, and political advocacy. The document also discusses conflict theory's perspective that education reinforces social inequalities rather than reducing them.
This document provides an overview of international education systems and practices. It discusses how social class impacts educational outcomes globally, challenges of multicultural classrooms, common teaching approaches, and variations in resources devoted to education. Exemplary reforms are highlighted, including France's model early childhood programs, England's literacy and math initiatives, Japan's emphasis on student responsibility and teacher status, and multicultural education programs in Europe and North America. While educational systems differ between nations, they face similar issues in equitably educating diverse student populations.
Parental Involvement in Secondary Education Processes and Effectiveness of Sc...ijtsrd
This document summarizes a research study on parental involvement in secondary education and its influence on school administration effectiveness in Cameroon. The study aimed to investigate how different forms of parental involvement, including school-based, home-based, and community-based involvement, impact administrative effectiveness. Key findings included that parental school-based and home-based involvement significantly predicted administrative effectiveness, with home-based involvement having the strongest predictive relationship. The study concluded that strengthening various forms of parental involvement could help address challenges facing school administration in Cameroon.
This document summarizes a lecture on curriculum and instruction given by Mr. Soeung Sopha. It outlines topics covered in the lecture including curriculum organization, issues in curriculum development, instructional approaches, and emerging curriculum trends. The lecture discusses four instructional approaches - differentiated instruction, cooperative learning, direct instruction, and technology-enhanced instruction. It also provides examples of how these approaches can be implemented in the classroom.
This document provides an overview of the history and legal foundations of public education in the United States. It begins with a brief history, noting that education started as a family responsibility but grew to also be a function of local, state, and federal governments. It then outlines some of the key legal sources that govern public education, including the U.S. Constitution, state constitutions, statutes, and court cases. Specifically, it discusses how the First, Fourth, and Fifth Amendments of the U.S. Constitution impact education. The document traces the increasing involvement of the federal government over time to support public education.
The education systems in Caribbean nations have faced several challenges. They have historically provided broad primary and secondary education but limited high school opportunities. There is also a problem of "duality" where quality is uneven. Recent issues include hundreds of qualified teachers emigrating and an outdated curriculum not preparing students for current job needs. Caribbean countries are working to implement reforms through collective efforts and national initiatives to improve their education systems for the future.
This document discusses the rise of charter schools in America. It outlines how charter schools were created to provide specialized education programs and appeal to marginalized student populations. Some key charter schools like KIPP Academy and Harlem Children's Zone are highlighted for their holistic approach and success in educating disadvantaged youth. While charter schools aim to increase school choice and innovation, they still face accountability pressures from policies like No Child Left Behind. The document concludes that charter schools are broadening education options by designing curricula that meet student and parent needs.
This document provides an overview of education from several sociological perspectives. It discusses the manifest and latent functions of education according to functionalism. Manifest functions include socialization, social control, and social placement. Latent functions include courtship, social networks, and political advocacy. The document also discusses conflict theory's perspective that education reinforces social inequalities rather than reducing them.
This document provides an overview of international education systems and practices. It discusses how social class impacts educational outcomes globally, challenges of multicultural classrooms, common teaching approaches, and variations in resources devoted to education. Exemplary reforms are highlighted, including France's model early childhood programs, England's literacy and math initiatives, Japan's emphasis on student responsibility and teacher status, and multicultural education programs in Europe and North America. While educational systems differ between nations, they face similar issues in equitably educating diverse student populations.
Parental Involvement in Secondary Education Processes and Effectiveness of Sc...ijtsrd
This document summarizes a research study on parental involvement in secondary education and its influence on school administration effectiveness in Cameroon. The study aimed to investigate how different forms of parental involvement, including school-based, home-based, and community-based involvement, impact administrative effectiveness. Key findings included that parental school-based and home-based involvement significantly predicted administrative effectiveness, with home-based involvement having the strongest predictive relationship. The study concluded that strengthening various forms of parental involvement could help address challenges facing school administration in Cameroon.
This document summarizes a lecture on curriculum and instruction given by Mr. Soeung Sopha. It outlines topics covered in the lecture including curriculum organization, issues in curriculum development, instructional approaches, and emerging curriculum trends. The lecture discusses four instructional approaches - differentiated instruction, cooperative learning, direct instruction, and technology-enhanced instruction. It also provides examples of how these approaches can be implemented in the classroom.
This document provides an overview of the history and legal foundations of public education in the United States. It begins with a brief history, noting that education started as a family responsibility but grew to also be a function of local, state, and federal governments. It then outlines some of the key legal sources that govern public education, including the U.S. Constitution, state constitutions, statutes, and court cases. Specifically, it discusses how the First, Fourth, and Fifth Amendments of the U.S. Constitution impact education. The document traces the increasing involvement of the federal government over time to support public education.
The education systems in Caribbean nations have faced several challenges. They have historically provided broad primary and secondary education but limited high school opportunities. There is also a problem of "duality" where quality is uneven. Recent issues include hundreds of qualified teachers emigrating and an outdated curriculum not preparing students for current job needs. Caribbean countries are working to implement reforms through collective efforts and national initiatives to improve their education systems for the future.
This document discusses the rise of charter schools in America. It outlines how charter schools were created to provide specialized education programs and appeal to marginalized student populations. Some key charter schools like KIPP Academy and Harlem Children's Zone are highlighted for their holistic approach and success in educating disadvantaged youth. While charter schools aim to increase school choice and innovation, they still face accountability pressures from policies like No Child Left Behind. The document concludes that charter schools are broadening education options by designing curricula that meet student and parent needs.
MVLRI 2015 - International Landscape of K-12 Online and Blended LearningMichael Barbour
Barbour, M. K. (2015, June). International landscape of K-12 online and blended learning. A Michigan Virtual Learning Research Institute webinar, Lansing, MI.
How to realize Sustainable Development Goal No. 4 (Inclusive and Equitable Quality education and promote lifelong learning opportunities for all) through harnessing opportunities presented by the Internet.
This document provides an overview of a session on innovations in schooling and other educational institutions in developing countries. It discusses the challenges faced in meeting education demands in the 21st century. It then considers alternative schooling approaches that aim to cater to learners who lack access to formal schools or resources, such as open schooling, interactive radio instruction, and distance learning initiatives. The session contextualizes these approaches within international development goals and the roles of organizations in promoting non-formal education. Learning outcomes, case studies of programs, and debates on private sector involvement are also covered.
20110727 Murray and Izumi Enchanted Future The Promise of Virtual Education i...Vicki Alger
This document discusses the expansion of virtual learning opportunities in New Mexico. It notes that New Mexico has taken steps to become a leader in online learning through programs like IDEAL-NM, which was ranked 3rd nationally for its online learning policies. However, the document also notes that New Mexico student achievement remains poor, ranked near the bottom in reading, math, and graduation rates. It argues that expanding access to high-quality virtual schools and online options could help transform education in New Mexico by better meeting student needs and improving outcomes. The document concludes by recommending several policies to promote virtual learning based on best practices in other states.
This document proposes an alternative literacy policy for primary school students from low socio-economic backgrounds in Victoria. The policy establishes 5 goals: 1) Increase funding to government primary schools to drop all school fees; 2) Reconnect and engage low SES students through community partnerships; 3) Redefine literacy and acknowledge diverse languages; 4) Abolish standardized NAPLAN testing; 5) Support teacher professional judgment over standardized assessments. The policy is informed by research on best practices from high-performing education systems like Finland, and aims to create a more inclusive, supportive learning environment through improved funding, pedagogy, and engagement with students' home experiences.
UBE and English Language Teaching in the Primary School and the Nation’s Educ...iosrjce
This paper sets out to examine the challenges of English language teaching in the primary schools
and the language teacher educational progress in the UBE programme. It explores the effective ways of
enhancing English language teaching in primary schools and suggests that the federal government, the state
government, the local government, as well as PTA should assist in financing and supervision of the study
conditions of primary school children.
The Education Futures timeline of education: 1657 - 2045John Moravec
Adapted from www.educationfutures.com/timeline:
Education Futures celebrates its first five years of exploring new futures in human capital development with a timeline of the history of modern education. This timeline provides not only a glimpse into the past and present, but plots out a plausible future history for human capital development. The future history presented is intended to be edgy, but also as a conversation starter on futures for education and future thinking in human capital development.
Although this timeline is largely U.S.-centric, the trends impacting it are global. Please consult the glossary, below, for additional information regarding many of the themes presented. As always, we invite your feedback and suggestions for further development!
Indigenous women and girls in the Philippines face significant challenges in accessing education. Social norms sometimes prevent indigenous girls from attending school so they can help with domestic work instead. While female literacy rates are slightly higher than males, indigenous girls have less access to education due to living in remote areas without basic services like schools. Ensuring education is available in indigenous languages and improving access and participation for remote communities is important to addressing these inequities.
Every child should have a textbook, by UNESCO João Soares
A new policy paper released at the end of April in time for Global Action Week run by the Global Campaign for Education shows that aid to education needs to rise considerably if the world is to reach the new education goal in the Sustainable Development Agenda.
Donor countries have the means to bridge the gap. But the latest data, from 2014, show that for several years aid to education has been stuck at a level far below what is needed.
Humanitarian aid for education is also still at low levels. In 2015, out of a total amount of US$10.6 billion of humanitarian aid, the education sector received $198 million. This is less than 1.9% of total funding.
If you don´t understand, how can you learn? João Soares
A new policy paper, No more excuses: Provide education to all forcibly displaced people, jointly produced by the GEM Report and UNHCR shows the scale of the education needs for refugees and internally displaced children and youth.
The paper calls for countries and their humanitarian and development partners to urgently ensure that those forcibly displaced are included in national education plans and to collect better data to monitor their education status and progress. It reveals new data showing that only 50% of refugee children are in primary school and 25% of refugee adolescents are in secondary school.
Education is the most important value in a society, as when discussing a country's problems, the root cause is often lack of education. The document examines Turkey's education system, noting that many students fail a high-stakes exam and become unemployed as companies cannot find qualified employees. Without education, societies face issues like ignorance, violence, poverty, and other social problems that reinforce one another.
Disabling the Education System A Case of Zimbabwe’s Mental GenocideYogeshIJTSRD
This document discusses the deterioration of Zimbabwe's education system under the government from 2018 to 2023. It provides background on education in Zimbabwe, from the colonial era where it was inequitable and designed to limit African advancement, to the early post-colonial era where education was expanded and made publicly accessible. However, since 2018 the government has underfunded education, leaving teachers underpaid and schools without resources. This has effectively deprived much of the population access to education, going against the constitution. The document argues this agenda is intentional in order to perpetuate poverty and consolidate power among the elite.
The document discusses several charter schools in Newark that are working to provide high-quality education options. It describes the missions and approaches of SPARK Academy, Adelaide L. Sanford Charter School, and People's Preparatory Charter School. SPARK focuses on preparing young students to be college-bound through an academics-focused curriculum incorporating Spanish, service learning, and a college-centered culture. Adelaide L. Sanford uses an African-centered approach and village model to nurture student leadership. People's Prep aims to make college attainable for all through a rigorous college prep program extending the school day and year. The schools show how charter schools are innovating to improve outcomes for Newark students.
This chapter discusses secondary schooling in America. It covers the history and development of intermediate schools like junior high schools and middle schools. It also discusses the organization and curriculum of modern high schools, including the three main tracks of general, academic, and vocational education. The chapter also examines some of the key problems facing secondary students, such as dropout rates, substance abuse, teenage pregnancy, and suicide.
Ch. 1 Introduction to American Schooling - Dr. William Allan KritsonisWilliam Kritsonis
This document provides an overview of the American public school system and key statistics. It notes that approximately 54 million students are educated in K-12 public schools across 14,367 districts, with another 6 million in private schools. Several reforms were initiated in the 1980s in response to critical reports, but their success has been mixed. The purpose of schools has expanded beyond the original goals of religious and academic training. The conservative movement has played a role in advocating for a return to basic academics and traditional values in schools.
Test truman commission presidential statement completemwool12
The Truman Commission of 1947 made sweeping recommendations to reform and expand higher education in the United States. It called for doubling college attendance, providing free public college for all qualified students, eliminating discrimination, and establishing a system of community colleges. The Commission's work addressed President Truman's goal of using education to strengthen democracy and maintain international peace. Many of its recommendations were subsequently implemented, expanding access to higher education in the decades that followed. However, some challenges around equity and preparation remain topics of ongoing national dialogue.
Education in the Caribbean historically served colonial interests by inculcating English values and restricting education for enslaved peoples. After emancipation in 1834, elementary education was provided to blacks to help their adjustment, focusing on religion, reading, and work skills rather than social mobility. Secondary and university education remained largely inaccessible. Through the 19th and 20th centuries, education became a means of social mobility but continued to emphasize European norms. The system sorted students and access to higher education remained limited, impacting social stratification. While now mandatory for all, education differences persist along socioeconomic lines.
The document provides an overview of issues related to desegregation, integration, and equal educational opportunities in the United States. It discusses the history of segregation pre- and post-Civil War. It also examines key court cases like Brown v. Board of Education, resistance to desegregation, and various desegregation plans involving busing, magnet schools, and controlled choice. The document also summarizes research on the effects of desegregation on student performance and attitudes. It analyzes policies and legislation related to compensatory education, bilingual education, special education, multicultural education, and the No Child Left Behind Act.
The document discusses the history of inclusive education in the United States, beginning with the passage of key legislation such as the Education for All Handicapped Children Act (EAHCA) of 1975, which established the rights of students with disabilities to a free public education. It was later renamed the Individuals with Disabilities Education Act (IDEA) and strengthened through subsequent reauthorizations. The No Child Left Behind Act of 2001 and IDEA of 2004 emphasized accountability and access to the general education curriculum for students with disabilities. Currently, about 75% of students with disabilities spend part or all of their day in general education classrooms. The document provides an overview of inclusive practices and strategies used to support students with mild to moderate disabilities and
This document provides an overview of education from several sociological perspectives. It discusses the manifest and latent functions of education according to functionalism. Manifest functions include socialization, social control, and social placement. Latent functions include courtship, social networks, and political advocacy. The document also discusses conflict theory's perspective that education reinforces social inequalities rather than reducing them.
U. S. A Educational System. Education in the United States is provided in public and private schools and by individuals through homeschooling. State governments set overall educational standards, often mandate standardized tests for K–12 public school systems and supervise, usually through a board of regents, state colleges, and universities.
The document discusses how education has changed over time. It notes that while the core goal of education to help students learn and plan for their future has not changed, the methods and techniques used in teaching have evolved greatly. Specifically, it describes how the incorporation of technology like computers, the internet, and digital learning tools have transformed education and the classroom environment. Additionally, it explains how factors like standardized curricula, state mandates, legislation, the inclusion of early education programs, and more lenient discipline policies have contributed to the changing nature of education compared to the past.
MVLRI 2015 - International Landscape of K-12 Online and Blended LearningMichael Barbour
Barbour, M. K. (2015, June). International landscape of K-12 online and blended learning. A Michigan Virtual Learning Research Institute webinar, Lansing, MI.
How to realize Sustainable Development Goal No. 4 (Inclusive and Equitable Quality education and promote lifelong learning opportunities for all) through harnessing opportunities presented by the Internet.
This document provides an overview of a session on innovations in schooling and other educational institutions in developing countries. It discusses the challenges faced in meeting education demands in the 21st century. It then considers alternative schooling approaches that aim to cater to learners who lack access to formal schools or resources, such as open schooling, interactive radio instruction, and distance learning initiatives. The session contextualizes these approaches within international development goals and the roles of organizations in promoting non-formal education. Learning outcomes, case studies of programs, and debates on private sector involvement are also covered.
20110727 Murray and Izumi Enchanted Future The Promise of Virtual Education i...Vicki Alger
This document discusses the expansion of virtual learning opportunities in New Mexico. It notes that New Mexico has taken steps to become a leader in online learning through programs like IDEAL-NM, which was ranked 3rd nationally for its online learning policies. However, the document also notes that New Mexico student achievement remains poor, ranked near the bottom in reading, math, and graduation rates. It argues that expanding access to high-quality virtual schools and online options could help transform education in New Mexico by better meeting student needs and improving outcomes. The document concludes by recommending several policies to promote virtual learning based on best practices in other states.
This document proposes an alternative literacy policy for primary school students from low socio-economic backgrounds in Victoria. The policy establishes 5 goals: 1) Increase funding to government primary schools to drop all school fees; 2) Reconnect and engage low SES students through community partnerships; 3) Redefine literacy and acknowledge diverse languages; 4) Abolish standardized NAPLAN testing; 5) Support teacher professional judgment over standardized assessments. The policy is informed by research on best practices from high-performing education systems like Finland, and aims to create a more inclusive, supportive learning environment through improved funding, pedagogy, and engagement with students' home experiences.
UBE and English Language Teaching in the Primary School and the Nation’s Educ...iosrjce
This paper sets out to examine the challenges of English language teaching in the primary schools
and the language teacher educational progress in the UBE programme. It explores the effective ways of
enhancing English language teaching in primary schools and suggests that the federal government, the state
government, the local government, as well as PTA should assist in financing and supervision of the study
conditions of primary school children.
The Education Futures timeline of education: 1657 - 2045John Moravec
Adapted from www.educationfutures.com/timeline:
Education Futures celebrates its first five years of exploring new futures in human capital development with a timeline of the history of modern education. This timeline provides not only a glimpse into the past and present, but plots out a plausible future history for human capital development. The future history presented is intended to be edgy, but also as a conversation starter on futures for education and future thinking in human capital development.
Although this timeline is largely U.S.-centric, the trends impacting it are global. Please consult the glossary, below, for additional information regarding many of the themes presented. As always, we invite your feedback and suggestions for further development!
Indigenous women and girls in the Philippines face significant challenges in accessing education. Social norms sometimes prevent indigenous girls from attending school so they can help with domestic work instead. While female literacy rates are slightly higher than males, indigenous girls have less access to education due to living in remote areas without basic services like schools. Ensuring education is available in indigenous languages and improving access and participation for remote communities is important to addressing these inequities.
Every child should have a textbook, by UNESCO João Soares
A new policy paper released at the end of April in time for Global Action Week run by the Global Campaign for Education shows that aid to education needs to rise considerably if the world is to reach the new education goal in the Sustainable Development Agenda.
Donor countries have the means to bridge the gap. But the latest data, from 2014, show that for several years aid to education has been stuck at a level far below what is needed.
Humanitarian aid for education is also still at low levels. In 2015, out of a total amount of US$10.6 billion of humanitarian aid, the education sector received $198 million. This is less than 1.9% of total funding.
If you don´t understand, how can you learn? João Soares
A new policy paper, No more excuses: Provide education to all forcibly displaced people, jointly produced by the GEM Report and UNHCR shows the scale of the education needs for refugees and internally displaced children and youth.
The paper calls for countries and their humanitarian and development partners to urgently ensure that those forcibly displaced are included in national education plans and to collect better data to monitor their education status and progress. It reveals new data showing that only 50% of refugee children are in primary school and 25% of refugee adolescents are in secondary school.
Education is the most important value in a society, as when discussing a country's problems, the root cause is often lack of education. The document examines Turkey's education system, noting that many students fail a high-stakes exam and become unemployed as companies cannot find qualified employees. Without education, societies face issues like ignorance, violence, poverty, and other social problems that reinforce one another.
Disabling the Education System A Case of Zimbabwe’s Mental GenocideYogeshIJTSRD
This document discusses the deterioration of Zimbabwe's education system under the government from 2018 to 2023. It provides background on education in Zimbabwe, from the colonial era where it was inequitable and designed to limit African advancement, to the early post-colonial era where education was expanded and made publicly accessible. However, since 2018 the government has underfunded education, leaving teachers underpaid and schools without resources. This has effectively deprived much of the population access to education, going against the constitution. The document argues this agenda is intentional in order to perpetuate poverty and consolidate power among the elite.
The document discusses several charter schools in Newark that are working to provide high-quality education options. It describes the missions and approaches of SPARK Academy, Adelaide L. Sanford Charter School, and People's Preparatory Charter School. SPARK focuses on preparing young students to be college-bound through an academics-focused curriculum incorporating Spanish, service learning, and a college-centered culture. Adelaide L. Sanford uses an African-centered approach and village model to nurture student leadership. People's Prep aims to make college attainable for all through a rigorous college prep program extending the school day and year. The schools show how charter schools are innovating to improve outcomes for Newark students.
This chapter discusses secondary schooling in America. It covers the history and development of intermediate schools like junior high schools and middle schools. It also discusses the organization and curriculum of modern high schools, including the three main tracks of general, academic, and vocational education. The chapter also examines some of the key problems facing secondary students, such as dropout rates, substance abuse, teenage pregnancy, and suicide.
Ch. 1 Introduction to American Schooling - Dr. William Allan KritsonisWilliam Kritsonis
This document provides an overview of the American public school system and key statistics. It notes that approximately 54 million students are educated in K-12 public schools across 14,367 districts, with another 6 million in private schools. Several reforms were initiated in the 1980s in response to critical reports, but their success has been mixed. The purpose of schools has expanded beyond the original goals of religious and academic training. The conservative movement has played a role in advocating for a return to basic academics and traditional values in schools.
Test truman commission presidential statement completemwool12
The Truman Commission of 1947 made sweeping recommendations to reform and expand higher education in the United States. It called for doubling college attendance, providing free public college for all qualified students, eliminating discrimination, and establishing a system of community colleges. The Commission's work addressed President Truman's goal of using education to strengthen democracy and maintain international peace. Many of its recommendations were subsequently implemented, expanding access to higher education in the decades that followed. However, some challenges around equity and preparation remain topics of ongoing national dialogue.
Education in the Caribbean historically served colonial interests by inculcating English values and restricting education for enslaved peoples. After emancipation in 1834, elementary education was provided to blacks to help their adjustment, focusing on religion, reading, and work skills rather than social mobility. Secondary and university education remained largely inaccessible. Through the 19th and 20th centuries, education became a means of social mobility but continued to emphasize European norms. The system sorted students and access to higher education remained limited, impacting social stratification. While now mandatory for all, education differences persist along socioeconomic lines.
The document provides an overview of issues related to desegregation, integration, and equal educational opportunities in the United States. It discusses the history of segregation pre- and post-Civil War. It also examines key court cases like Brown v. Board of Education, resistance to desegregation, and various desegregation plans involving busing, magnet schools, and controlled choice. The document also summarizes research on the effects of desegregation on student performance and attitudes. It analyzes policies and legislation related to compensatory education, bilingual education, special education, multicultural education, and the No Child Left Behind Act.
The document discusses the history of inclusive education in the United States, beginning with the passage of key legislation such as the Education for All Handicapped Children Act (EAHCA) of 1975, which established the rights of students with disabilities to a free public education. It was later renamed the Individuals with Disabilities Education Act (IDEA) and strengthened through subsequent reauthorizations. The No Child Left Behind Act of 2001 and IDEA of 2004 emphasized accountability and access to the general education curriculum for students with disabilities. Currently, about 75% of students with disabilities spend part or all of their day in general education classrooms. The document provides an overview of inclusive practices and strategies used to support students with mild to moderate disabilities and
This document provides an overview of education from several sociological perspectives. It discusses the manifest and latent functions of education according to functionalism. Manifest functions include socialization, social control, and social placement. Latent functions include courtship, social networks, and political advocacy. The document also discusses conflict theory's perspective that education reinforces social inequalities rather than reducing them.
U. S. A Educational System. Education in the United States is provided in public and private schools and by individuals through homeschooling. State governments set overall educational standards, often mandate standardized tests for K–12 public school systems and supervise, usually through a board of regents, state colleges, and universities.
The document discusses how education has changed over time. It notes that while the core goal of education to help students learn and plan for their future has not changed, the methods and techniques used in teaching have evolved greatly. Specifically, it describes how the incorporation of technology like computers, the internet, and digital learning tools have transformed education and the classroom environment. Additionally, it explains how factors like standardized curricula, state mandates, legislation, the inclusion of early education programs, and more lenient discipline policies have contributed to the changing nature of education compared to the past.
This document provides an overview of concepts related to education, including:
- Definitions of education as the process of acquiring knowledge, skills, values and attitudes through both formal schooling and informal learning.
- Different levels and types of formal education such as preschool, primary, secondary, higher, adult and indigenous education.
- Key concepts in the education process like curriculum, learning modalities, teaching methods, and the increasing role of technology.
- Related fields that influence education including education theory, economics, history, philosophy, psychology and sociology.
- Challenges in developing countries including lack of educational access and capacity issues.
- Home education and common objections to homeschooling like doubts about teaching
An Overview of Inclusive Education in the United StatesDr. Mokter Hossain
Abstract:
Being a country of diversity, the United States has had a long tradition of research and practices in special education in the form of inclusion. Since passage of the Education for All Handicapped Children Act (EAHCA) of 1975, now referred to as the Individuals with Disabilities Education Act (IDEA) of 2004, a free appropriate public education has been available to all children with disabilities. However, inclusion of students with disabilities into general education classrooms has taken decades to be considered appropriate practice. Controversies, research, and legislation have shaped a collaborative relationship between general and special education. A wide range of political, epistemological, and institutional factors have facilitated a more child-centered public education. This chapter presents an overview of current issues and practices in the inclusion of students with disabilities in the U.S. The topics include: historical background; public laws that led to successful inclusion; categories and prevalence, and identification strategies; and inclusion practices for students with mild-to-moderate and selective significant disabilities for providing them equal and appropriate educational experiences in the mainstream classrooms.
Citation:
Hossain, M. M. (2012). An Overview of Inclusive Education in the United States. In J. E. Aitken, J. P. Fairley, & J. K. Carlson (Eds.), Communication Technology for Students in Special Education or Gifted Programs, pp. 1-25. Hershey, PA: IGI Global. PDF File. Available Online at: http://www.igi-global.com/chapter/overview-inclusive-education-united-states/55460
Alternative Learning Delivery Modalities (ALDM) of Secondary Social Studies T...AJHSSR Journal
ABSTRACT ; This research study explored the aspects of different Alternative Learning Delivery Modalities
(ALDMs)such as Home-Based/Modular Learning, the Blended Learning and Online Class Learning for
utilization of Secondary Social Studies Teachers aimed to address teaching pedagogies in the new normal. It
also focused on ascertaining the preferred support from their school on ALDMs. The respondents were the
Junior and Senior Social Studies teachers from Secondary Schools of Zone 2, DepEd, Division of Zambales,
Philippines. It was conducted during the second quarter of the school year 2020-2021. The research study is
descriptive and quantitative in its analysis. The Social Studies teachers are very much ready in ALDM mainly
on Home-Based/Modular Learning. The Social Studies teachers strongly agreed that they preferred to be
supported on ALDMs primarily on technological infrastructures and trainings and seminars. Specifically, the
teachers aimed and needs to be more familiar on the guidelines of blended learning utilization inside the
classroom and the need to be supplied with sufficient, strong and stable Internet bandwidth or speed. The
analysis of variance result revealed a significant difference in the perceived readiness/preparedness in the
ALDMs.
KEYWORDS: Alternative Learning Delivery Modalities, Home-Based/Modular Learning, Blended Learning,
Online Class Learning, Secondary Social Studies Teachers, COVID19 Pandemic
This article argues that focusing solely on subject content knowledge in foundation phase teacher education is insufficient. It proposes that pedagogical knowledge, views of children and childhood, and the ability to make wise educational judgements are also essential. The article outlines three core aims of education - schooling, socialization, and subjectification. From these aims, five principles for teacher education are derived, including a focus on pedagogical knowledge and understanding children. The article concludes that knowledge of children and views of childhood are foundational for foundation phase teaching.
1. The document discusses changes in education over the past 10 years, focusing on the shift to more blended and online learning as well as a greater emphasis on skills and entrepreneurship.
2. It notes that both educators and students have embraced blended learning models using edtech platforms, making education more accessible and affordable.
3. Additionally, the concept of learning has expanded beyond formal schooling, with more emphasis on lifelong learning and gaining knowledge from various sources like online courses and the internet. Students now see education as more than just attending university.
This document summarizes a study that examined parents' attitudes toward including children with special needs in regular Lebanese schools. Fifteen parents of children with learning disabilities at two private elementary schools in Sidon, Lebanon were interviewed. The parents generally had positive attitudes toward aspects of inclusion like cooperation, teaching methods, social adaptation, and academic improvement. They also viewed positively different types and levels of inclusion. The study provides context on inclusion and special education in Lebanon and other countries. It discusses literature on inclusion efficiency and parental attitudes.
This paper will introduce
connected learning, a promising approach that
uses digital media to engage young people’s
interests and instill deeper learning skills.
The document discusses several emerging trends in education in Pakistan and globally. New career options such as radio jockeying, fashion design, and event management have opened up new avenues for education. Education is shifting from traditional classroom-based learning to a more flexible model that incorporates online and virtual learning, personalized instruction, and student input into the learning process. Students now have more options for how and what they learn.
This document discusses the impact of community participation on the academic standards of secondary school students in Ijebu East, Nigeria. It provides background on the history of education in African communities and the role of communities in establishing early western-style schools. The researcher examines the relationship between schools and the Ijebu East community and how community involvement in school programs has positively influenced student performance and behavior. The document recommends increasing community participation through forming PTAs, including community members in school decision-making, and other measures to further develop student academic standards.
SITE Interactive 2023 - Where Did We Go Wrong? An Exploration of the Failure ...Michael Barbour
Barbour, M. K., Hodges, C. B., & Rice, M. (2023, August). Where did we go wrong? An exploration of the failure to prepare for mass school closure [Panel]. Society for Information Technology and Teacher Education Interactive, online.
This document provides an annotated selection of online educational resources to support the continuity of teaching and learning during the COVID-19 pandemic. It includes 72 curriculum resources, 21 professional development resources for teachers and parents, and 20 tools to help manage teaching and learning. The resources are grouped by language and coded based on subject area, grade level, and the competencies they aim to develop. The goal is to help education leaders design or improve plans for continuing education remotely during this challenging time.
The document discusses the differences between traditional and progressive curriculums. A traditional curriculum takes a linear approach with the teacher lecturing and students listening, focusing heavily on content retention. A progressive curriculum takes a non-linear approach, incorporating activities, group work, and technology to enhance learning. Progressives believed traditional curriculum was dreary and remote from students' interests, while progressive curriculum offered a more practical, interesting, and child-centered education. The scope of school curriculum expanded in the early 20th century to include subjects like art, music, and recreation to educate the "whole child." Progressive instruction methods encouraged student participation through discussions and projects to make learning more fun and engaging.
This document discusses the three eras of education: the Apprenticeship Era, the Universal Schooling Era, and the emerging Life Long Learning Era. In the Apprenticeship Era, education was the responsibility of parents and focused on practical skills learning. The Universal Schooling Era shifted responsibility to the state, standardized education through graded schools and textbooks, and aimed for universal literacy. Now, the Life Long Learning Era is developing due to technology and focuses on continuous learning throughout life through diverse means.
Education transforms lives and is at the center of UNESCO’s mission to make peace, eradicate economic condition and drive property development.UNESCO believes that education may be a right for all throughout life which access should be matched by quality
African Council for Distance Education KeynoteTerry Anderson
The document discusses three routes to achieving inclusive education:
1. Community-based education systems that engage learners in their local communities and environments.
2. Distance education solutions that increase access to education for all. Athabasca University in Canada is presented as a successful model.
3. A hybrid model combining community schools with distance education components, allowing students to learn locally while receiving instructional materials and guidance from distance education institutions.
This document discusses education inequality in Ivory Coast in the context of the COVID-19 pandemic. It identifies types of conventional education inequalities related to school attainment, distribution, completion, and learning outcomes. While efforts have been made to promote equality and equity, inequalities persist. The use of media education during COVID-19 in Ivory Coast revealed gender and regional inequalities. There were both similarities and differences between conventional and media-based education inequalities. Media education helped reduce some inequalities but also created new ones related to access and resources. Addressing issues like school locations, inequity, and rural-urban divides could help promote more equal education opportunities.
This document summarizes a research paper that examines how a lack of local legitimacy has undermined the effectiveness of UN peacekeeping missions in the Horn of Africa region. It finds that host governments and conflicting parties often perceived missions as inappropriate or partisan, reducing cooperation. When local actors see missions as illegitimate, they are less likely to comply or support them. The document analyzes how legitimacy deficits influenced specific missions, like UNOSOM in Somalia in the 1990s, which failed in part due to a lack of consent from powerful Somali warlords. Overall, it concludes that a lack of local legitimacy has made missions unable to resolve conflicts and promote sustainable peace in the region.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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American Research Journal of Humanities Social Science (ARJHSS)
E-ISSN: 2378-702X
Volume-04, Issue-07, pp-01-08
www.arjhss.com
Research Paper Open Access
Exploring Homeschooling as an Alternative to Public Schooling in
Namibia
ABOUT THE AUTHOR
Lukas Shikulo works for the Namibia University of Science and Technology as a regional Coordinator for Walvis
Bay Centre. He has worked in the field of education for 18 years as high school teacher, Principal, lecturer, tutor and
postgraduate supervisor. He obtained his Bachelor’s degree from the University of Namibia, specializing in
Mathematics and Science, and a Master’s and doctoral degree in education management from Midlands State
University, Zimbabwe and the University of South Africa respectively. His research interests include academic and
administrative support services, distance education and teacher education.
PUBLIC INTEREST STATEMENT
The public, learners and various stakeholders who demand relevant and quality education that contributes to the
development of their communities rate the quality of basic education. It is crucial that schools educate learners to be
responsible citizens and enhance their potential for career development and innovative ideas towards community
projects. The aim of this research is to explore the introduction of homeschooling as an alternative to public school
and propose the curriculum that would address the current shortcomings.
FUNDING
The author did not receive funding for this research.
Abstract: Homeschooling affords parents an opportunity and freedom to uniquely structure their children’s learning
environment, use various digital/technologies to access resources which enhances their learning, promote independent
learning and can potentially instill much needed moral values in the Namibian children. There is paucity of
homeschooling literature in the Namibian context, hence this study sought public views on the introduction and
implementation of the homeschooling program in Namibia for the policy makers to formulate the homeschool
framework. The study used the existing international literature to explain the concept of homeschooling to the public for
their contributions. It adopted a qualitative approach, using an open-ended questionnaire to collect data from a sample of
160 respondents who were purposively selected for their expertise in education and parenting school going aged
children. The findings indicate that the introduction of homeschooling islong overdue as it can potentially restore the
meaningful values of education which currently are eroding in the public schools. Homeschooling can also be an
alternative solution during the pandemics such as COvid-19 supported by online learning. Additionally, advancement in
new technologies when used under supervised conditions can produce global learners with relevant understanding
towards developmental agenda. This study proposes a national structure for the ministry of basic education in Namibia
to consider when drafting the policy of homeschooling.
Key words: Homeschooling, learning concepts, eLearning, public schooling, homeschoolers
I. Introduction and background.
It is generally understood that education starts at home, this is true for Namibia when it comes to aspects
such as general acceptable behavior, respect and cultural values. Homeschooling for basic education as it happens in
the western world is a new concept for Namibia but it has been in existence for more than a century and according to
Whitehead and Bird (1984: 23-24) some American leaders and intellectuals such as George Washington, Woodrow
Wilson, Abraham Lincoln, and Franklin D. Roosevelt; general Douglas MacArthur; authors such as Mark Twain;
Phyllis Wheatley; Pearl S. Buck, and George Bernard Shaw; industrialist Andrew Carnegie; Philosopher Benjamin
Franklin; orator Patrick Henry; and inventor Thomas Edison were largely home-schooled.
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Article 20 of the Namibian constitution makes it clear that all persons shall have the right to education. The rest of
the sub-articles are silent on the homeschooling concept, however ‘’right to education’’ can be interpreted to include
the education offered in the home setting which can be regulated through established standards by the ministry of
education as indicated in the same article part 4. It is stated here that all persons shall have the right, at their own
expense, to establish and to maintain private schools, or colleges or other institutions of tertiary education. The
interpretation could include parents educating their children especially at the primary level which is open for the
public discussion.
When Covid-19 hit Namibia for the first time in March 2020, as a preventative strategy to curb the spread
of the Corona virus, the country went on lockdown stages that lasted over 6 months (Government Gazette No. 7222
of 2020). By implication, schools, Universities and other institutions of education closed their doors for learners and
students. Schools resorted to using eLearning and other technologies but this could only work in towns with reliable
internet connection hence for some schools, learning packages were designed for parents to collect for their children.
Parents started teaching and marking their children’s work following the set guidelines. It was a challenge for most
parents but with time, some parents felt that their children can actually do school work from home provided there is
a national structure with the curriculum and schemes of work or course outlines for them to follow. Private schools
or parents that could afford good internet facilities were able to have their children continue with online learning
under the supervision of parents and guardians supported through virtual teaching by the subject teachers.
While homeschooling is a new concept in Namibia, literature reveals that it is legal, legitimateand has existed in
many western and African countries for many years. It was estimated that in 2008, over 1.5 million children were
homeschooled in the United States (NCES: 2008) and owing to its popularity and rapid growth, the number
exceeded 2 million in 2010. According to Scheriff (2008: 2), home school is an expression of core values of
freedom, personal liberty and respect for education. That is to say homeschoolers are well-educated parents who
believed that they are removing their children from a bureaucratic process that doesn’t serve their children well. One
can submit that only parents with the capacity in terms of resources and soft skills are able to effectively homeschool
their children who later can join the public schools in certain grades through a standardized test to evaluate their
competencies.
South Africa recognizes homeschooling as a legitimateschooling optionwhich is part of the education
system. The South African Schools Act no. 84 of 1996 allows parents to register learners to receive education at
home if they meet certain requirements such as the child’s interests, meeting the standards of public school
education and minimum requirements of the curriculum in the public schools. It is estimated that in 1996 already,
approximately 1300 South African children were taught at home (Durham, 1996: 72) and this number increased to
about 2400 homeschoolers in 1997 (Van Oostrum & Van Oostrum, 1997a: 1).
When homeschooling started in the 17th
and 18 century, Angelis (1998) submitted that parents educated
their children at home due to lack of availability of schools, so it was out of necessity but this has since changed.
The outbreak of Covid-19 pandemic closed down all the schools and parents became teachers at home using
prepared materials from schools or eLearning/online classes. This practice is not far from the concept of
homeschooling, and it can continue for some parents.
There are various reasons why some parents choose to home school their children over traditional schools
such as large teacher-learner ratio; lack of classroom discipline; declining standards of education and increasing
costs of schooling (Durham, 1996: 76). Additionally, Moore & Moore (1994: 39) clarify that home educated
children are highly competed socially seldom age-segregated and generally respectful of their parents. The
advancement in new technologies and tools have presented opportunities for homeschool families to access needed
resources, share resources with other homeschooling families, get necessary assistance from local school teachers
and to attend virtual classes when interacting with many subjects and curriculum experts globally.
II. Statement of the problem
While literature presents empirical evidence that validates the existence of homeschooling in America,
Europe and some African countries, there is paucity of homeschooling information in Namibia. Article 20 of the
Namibian constitution is silent on the homeschooling besides the provision to establish private schools and
institutions that conform to set guidelines. However, the Namibia Basic Education Act no. 3 of 2020 defines
homeschooling as instructions in which parents and care-givers or other privately appointed tutors or service
providers teach a learnerfollowing a legally approved academic curriculum at home instead of at a public or private
school.By implication, homeschooling can be explored as an alternative form of schooling in Namibia for parents
that have the capacity and necessary resources to educate their children at home.This study sought public views on
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introduction and implementation of a national homeschooling program as an alternative form of schooling in
Namibia.
III. Literature Review
This section presents some learning theories that parents can adopt to ensure effective learning takes place
at home, the structure of the national homeschooling program that is collaborative in nature and organized at the
national level and some activities to be prescribed to the homeschooling learners for their social balance.
3.1 Learning Concepts/strategies
It is a known fact that teaching a smaller group is more effective as it affords the teacher an opportunity to
attend to all concerns and questions from the learners. Martin-Chang, Gould and Mense (2011) established that
homeschooled learners had higher achievement scores as compared to those attending public schools. Their
performance is attributed to the individualized teaching & learning and the use of technology to benchmark their
understanding. Similarly, Sabol (2018) echoed that parents that are homeschooling their children have the freedom
to uniquely structure the learning environment to meet the needs of their children. Additionally, homeschool
families can rely on digital devices and internet to provide alternatives to public and private schools.
When it comes to learning, Maslow’s (1968) theory of motivation can be applicable in a school or house
environment to ensure meaningful learning. Physiological needs of the children are met through proper nutrition for
excellent concentration, good ventilation and lighting to do school work, intervals and rests for bathroom visitations
and comfortable dressing codes to do school work. Mwamwenda (1995: 266 – 267) emphasizes that parents that
monitor learning have a responsibility to ensure that psychological needs are fulfilled. The monitoring should be
extended to ensuring that children feel protected and loved; guided and taken care-off, and own their activities to
develop a positive self-concept. When learners are active in their own learning, they are likely to understand
concepts and be able to construct their own understanding of complex ideas (Futurelab, 2009).
Piaget (1995) through his theory of constructivism asserts that a child who experiments in activities makes
meaningful connections and is better able to integrate their experiences into reality. In other words, active
participation translates into authentic and practical application of knowledge. Home school parents have ample time
to take their children to different industries for exposure and in the process children tend to apply theory to reality. It
is crucial that the content to be learnt is related to a real-life situation to enhance performance. Mwamwenda (1995:
307) explains that distributed practice of short practice periods assist learners for effective learning when separated
by rest intervals. His explanation is well applicable to a house setting where there is no competition for classroom
space or teaching time.
Home schooling children develop the much needed independence when it comes to learning and doing
more research. Independent learning is associated with other terminologies such as learner autonomy, personalized
learning and student-centred learning (Meyer et al., 2008). In support of independent learning, Knight (1996: 36-36)
clarifies that independence doesn’t mean absence of parental or teacher’s guidance but the outcome of a process of
learning that enables learners to work with such guidance as they wish, and this can be from electronic media,
parents and tutors among others.
3.2 Homeschooling structure
There is enough literature to validate homeschooling hence the choice to homeschool or go for the traditional public
school depends on a variety of factors such as the cost of schooling, relevant subjects’ choice, discipline in schools
and teacher-learner ratio. Homeschool families have that freedom to uniquely structure the learning environment for
their children, provide guidance on subject choices and enhance their learning by using different digital resources
(Sabol, 2018). Additionally, Ray (2015) submits that homeschool structures are flexible and afford myriads of
instructional approaches and strategies to choose a style that fits a child’s abilities and interests. Vigilant, Anderson
and Trefethren (2014) believe that many traditional schools have overlooked and do not support the learning needs
of many children as compared to homeschooling programs.
Homeschooling families form what is called cooperatives who share social and academic resources. Topp
(2014) reports that these cooperatives organize to provide social interaction for children, emotional support for
parents, opportunities to discuss the curriculum choices and delivery, park day play-dates, and enriching field trip
experiences. Additionally, they also allow children to learn from other home educators which can also be done
through virtual platforms.
Sabol (2018) highlights the formation of Charter School Partnership (CSP) by the homeschooling families
where instruction is delivered in part from public institutions and the other half from the homeschool parents. It is
through the charter that the curriculum, pacing guides, benchmarks, formative and summative assessments and
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recording procedures are determined. Furthermore, CSP formulates policies that determine the distribution of
instructional responsibilities shared by homeschool educators and charter school staff members.
Since parents have a choice of the method they want to use to provide their child with the education and
curriculum that is right for them, the child’s education is customized for the child as a learner. Moreau (2012)
concludes that homeschooling is parent driven with the curriculum chosen, purchased and instructed by the parent
however, specific public schools can also be chosen to add value to the homeschooling experience for the parents.
There are several curriculums available for homeschoolers to choose from, and according to Bohon (2010),
programs such as the freedom project education is commonly used in America because the curriculum seeks to use
basic education to empower students to understand, enjoy the learning content and preserve the moral responsibility
embodied in American founding principles. As homeschool gains momentum in many countries, so does the
introduction of similar programs such as Freedom Project Education.
3.3 ELearning
In the past 10 years, new technological advances and learning tools have been developed to facilitate and
provide learners unlimited access to a wide range of educational resources, instructional resources and synchronous
virtual class attendance. This is evidence that homeschooled children will not be in isolation as it could be without
technology which is arguably fast replacing teachers and also becoming a medium of instruction. Laurillard (2012)
points out the relationship between technology and education that technology drives education. It is observed that
homeschooling families embrace the use of technology in their teaching methods compared to teachers at public
schools and this exposes homeschooled children to more content in different subjects and impact their learning
positively (Hanna, 2012).
The digital revolution has profoundly affected our daily living and that includes the way we teach and
learn. The use of computers, mobile phones and internet is at its highest level and still continues to increase as
technology becomes more accessible especially for users in the developing countries (Poushter, 2016). Some people
depend on their smartphones to record, take notes and rely solely on internet to access services. The cost of
schooling is becoming expensive while many parents do not have enough income to pay for services such as
transport to school, uniforms and buying books. Technology can save you time, resources and money.
Home schooling children can still virtually attend organized classes and have library resources anywhere
globally as long as it is coordinated by the parents in line with their daily school work schedules. According to
Grunawardena et al. (2009), learners and parents can make use of social networking sites such as Facebook, Twitter,
Instagram and LinkedIn to make connections with individuals of the same interests and expand their knowledge.
Learners can also make use of digital games to enhance their learning. Boyle et al. (2016) submits that digital games
serve a dual purpose of promoting the achievement of learning outcomes. It makes learning fun by providing
simulations of real-world scenarios as well as role play, problem solving, and drill and repeat.
Homeschooled children and families can also make use of web-conferencing softwarefor virtual meetings
where they can login simultaneously and communicate about a given topic (Schindler et al., 2017). Findings suggest
that students who participate in web-conferencing demonstrate critical reflection and enhanced learning through
interactions with others (Armstrong & Thornton, 2012) and higher order thinking in response to challenging
assignments (Wdowik, 2014). Similarly, Mansouri and Piki (2016) report that students who make use of Blogs show
consistently positive findings for many of the behavioral and emotional engagementindicators. That is to say these
students report that blogs promote interaction with others, through greater communication and information sharing
with fellow students.
It can be argued that eLearning is a game changer in the 21st
century and has enabled many university
students to access study materials, submit assignments, write assessment activities and even attend virtual classes.
The positive impact and significance of relying on technology became a reality during the Covid-19 pandemic
especially in Namibia when there were strict restrictions on movements. Francis (2017) submits that all students can
have a high level of academic achievement if they are put into a technology-supported environment that is more
conducive to their learning styles. It is generally noted that most educators are no longer debating whether
technology should be used for instructions but rather what type of technology promotes student engagement for
effective and productive learning. It should be acknowledged that today’s generation of learners are growing up in
the information age, and this requires right tools for effective learning.
Some scholars have argued that homeschooled children are more active when it comes to learning due to
the acquisition of elements regarded as core value skills. Ghavifekr et al. (2014) submit that the integration of ICT
into teaching and learning helps students in enhancing their collaborative learning skills as well as developing
transversal skills that stimulate social skills such as problem solving, self-reliance, responsibility and the capacity for
reflection and initiative.
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IV. Research Methodologies
This research sought to gain an understanding of the public views on introduction of homeschooling in
Namibia as an alternative to public schooling for parents that can meet set requirements. This qualitative study
which is exploratory and inductive in nature employed a case study design. Yin (2014) finds case study to be an
ideal approach to how and why type of questions. Similarly, case studies provide in-depth understanding of an entity
in its context and setting (Stake, 2006). The research questions were designed to prompt the understanding and
preferences of parents and educators on the introduction of homeschooling in Namibia as an alternative to public
schooling especially after the Namibian schools were closed due to Covid-19 restrictions; questionnaires with open-
ended questions were used to collect data. The collected data which was predominantly non-numerical was analyzed
by using content and thematic analysis to quantify the meanings from established codes and themes. Three themes
such as curriculum structure, assessment of homeschool learners and benefits of homeschooling over public
schooling were formulated and used to quantify the findings with the purpose deriving the outcome. It was from the
themes, literature and other provided information that a model was developed to guide the ministry of education in
formulating the homeschool structure for Namibia.
The sampling frame for this research was 200 parents in Erongo region which was hard-hit by Covid-19
restrictions and schools had to close for about 5 months. These parents included teachers, education officers and
other professionals with a certain level of education to understand the concept of homeschooling. Data was collected
through the online distribution of questionnaires to teachers, parents, education officers, lecturers and other
professionals. To maintain anonymity, a letter explaining what the research was all about, the purpose and the
pledge of not divulging their identities was provided to ensure clarity of purpose.
V. Findings and discussions
Out of 200 questionnaires distributed, 160 which is 80% of response rate were successfully completed and
returned for a thematic analysis. The findings were organized in line with qualitative approach adopted in this study
to explore the public views on the introduction of home schooling in Namibia. The respondents constituted of 137
females and 23 males; 151 had Bachelor degrees and higher while the remaining 9 had certificates with industry
experience. It is commendable that 98.8% of respondents had a good understanding of homeschooling and all of
them support and prefer enrolling their children in the homeschool structure once introduced in Namibia. The
responses were organized into themes, namely: curriculum structure, assessment of homeschooling children and
benefits of homeschooling over public schools. The analysis of these themes, review of international literature and
responses to certain questions on the research instrument guided the formulation of a proposed model for the
ministry of basic education to follow when drafting structure of homeschooling in Namibia.
a) Curriculum structure
Majority (90%) of the respondents prefer a curriculum that offers not more than five subjects including
mother language and mathematics. It should be an outcome-based curriculum for a knowledge based society that is
aligned to the national curriculum which allows students to understand concepts in the context of the real world.
While 90 (56.3%)respondents support a curriculum that follows a blended approach where learners can attend a
specific subject at a certain local school, 93% of respondents proposed that the curriculum should have four (4) exit
levels such as end of junior primary, senior primary, junior secondary and senior secondary with the flexibility of
learners to join homeschool from the public school at the end of any exit/entry level. These findings support Moreau
(2012) submission that parents play pivotal role on choosing the curriculum however, specific public schools can be
chosen to add value to the homeschooling experience for the parents. Accordingly, parents can choose from many
available curriculums (Bohon, 2010) and home schooling children can virtually attend organized classes and use
library resources anywhere globally under the supervision of the parents.
b) Assessments of homeschool learners
All 160 the respondents concur that learners should be assessed by their parents or a nationally established
body to ensure quality of knowledge attainment for the purpose of promoting certain competencies and be able to
address areas of concern for the next phase, university or career path. Sabol (2018) clarifies the formation of Charter
School Partnership (CSP)as a legitimate body that provides guidance and formulates policies on formative and
summative assessments. The assessment can be done throughout as per the completion of a module in a specific
subject. Eight seven (54.4%) respondents submitted that homeschooled learners should be assessed to evaluate their
reasoning and creativity.
c) Benefits of homeschooling
All the respondents have affirmed that homeschool takes place under controlled environment which
guarantees discipline, independent learning and good moral values. Learners have freedom to learn without pressure
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hence ninety-two respondents associate the value of knowing than passing with homeschool which is critical for
innovation. These findings are in line with Piaget (1995) theory of constructivism especially when children
experiment in activities that make meaningful connections to real-life situations. Furthermore, independence when it
comes to learning promotes a learning culture that enables learners to understand concepts and be able to construct
their own understanding of complex ideas (Futurelab, 2009).While it is acknowledged that homeschoolers should
have necessary resources to homeschool their children, all the respondents have indicated that homeschool is
cheaper and safer for learners than public schools. Seventy three respondents have advised that parents seek
professional assistance on careers and personality identification as it will assist them choose a suitable curriculum
for their children. This is viewed as an advantage because homeschool learners tend to follow a curriculum that
serves their interests, passion and abilities for their learning style. All respondents submitted that homeschool
learners get individual attention for their individual needs.
5.1 Proposed model of homeschool structure
There is merit on designing a relevant curriculumthat seek to ensure learners graduating from such a
curriculum have attained a solid foundation of lifelong skills needed in a rapid changing society. There should be a
national curriculum agenda that is Namibian original and true to the national needs and transformation. The structure
has 3 levels such as input, process and output elements. The number of subjects, teaching methods and learning
strategies should be recommended by the national board of homeschool in Namibia. The objectives of the
homeschool curriculum and the content should be aligned to relevant career development. Home schooling system
will use different assessments or examination methods to certify learners at different exit levels.
National Board (NQA, DNEA,
Parents association, tertiary
education experts and Curriculum
experts)
Teaching methods, learning
strategies and Technology
Number of core subjects. Four
subjects to include relevant
mathematics and mother language
Subject content Curriculum aims and objectives Career development
Assessments and Evaluations Certifications at different exit levels
Looking at the proposed model of homeschooling, the ministry of education is tasked to do research in every aspect
of the model in order to produce relevant and quality graduates. Through the national development plans, Namibia
should strive to develop her own agenda which can easily be achieved through homeschool structure.
VI. Conclusion and Recommendations
The primary aim of the research was to explore the public views on the introduction of homeschooling
system as an alternative to public and private schools. Homeschool is currently not recognized and understood by
many hence the reliance on literature to define it in the correct context. The research established that homeschool
should be introduced, legitimized and managed in the best interest of the country and all stakeholders. It was also
felt that homeschool might provide solutions to the challenges experienced in the current education system, restore
relevance and moral values. Ray (2015) submits that homeschool is not only flexible in terms choosing the relevant
subjects but it uses instructional approaches and strategies that fit the learner’s interests and abilities. Not only that
individual needs of the learners are handled efficiently but Vigilant, Anderson and Trefethren (2014) believe that
many traditional schools have overlooked and do not support the learning needs of many children. It was further
established that homeschool promotes independent learning and learner autonomy which is key to innovation and
problem solving.
Based on the research findings, it is recommended that homeschool learner should have less than five
subjects that are relevant towards the learners’ career development and these should include mother language. To
ensure mastery of the curriculum, quality and promotion of different competencies; it was agreed that different
assessment methods such as competency based and subject based should be employed for different
learners.Moreover, homeschooling provides parents with freedom to choose time and a place for their children that
is conducive to their learning styleswhich if done appropriately gives them an advantage over public schooled
learners.
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If the curriculum is to produce relevant graduates that will accelerate the actual transformation of economy, social
and entrepreneurial aspects; it should be decolonized to benefit Namibia and structured to respond to our own
agendas. The composition of the proposed national board of homeschooling should purposively ensure the learners
graduating from homeschooling system are competent to join tertiary institutions or vocational training to produce
the much needed human capital. Additionally, homeschooling learners should be allowed to join sport teams or
social groups in public or private schools of their choice to promote accountability, leadership, teamwork and other
needed skills. Sabol (2018) and Moreau (2012) proposed that homeschooling learners can partly affiliate to some
schools of their choice to benefit on selected curriculum content or other aspects such as sport and social clubs.
Lastly, since homeschool learners have fewer subjects, they can engage into industry familiarization tours and do
industry research to enhance their career development.
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