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Εκδόθηκαν διευκρινίσεις σχετικά με την εξασφάλιση προσβασιμότητας στα άτομα με αναπηρία στις Προσκλήσεις των 4 Δράσεων του ΕΠΑνΕΚ καθώς και στο σχετικό θεσμικό πλαίσιο και τα πρότυπα για την προσβασιμότητα σε ΑμεΑ.
To the economist, one of the most natural approaches is to study the productivity of education, since prudent investment is governed by the relative productivity of the funds which is in turn determined by the marginal rate of return compared with the best alternative use of the same funds. With considerable pressure now being exerted upon governments for increase in their allocations to education. It is quite understandable that economists, who have always followed the outlays of government with great interest, recently have turned considerable attention to the study of education’s productivity.
Three approaches to this study, none of which is totally independent of the others.
1. Educational Productivity
2. Residual Factors in Educational Productivity
3. Educational Planning and Manpower
Education Please respond to the following· Based on the Webte.docxjack60216
"Education" Please respond to the following:
· Based on the Webtext materials and article below, address the following
· Western models of education clearly are not working in the developing world.
· 1. Outline, then, the most significant obstacles to obtaining an education in these countries.
· 2. Secondly, aside from the obvious solution of building more schools, what can government do to help their people escape poverty through education?DUE 5-9-15Stanford Social Innovation Review
Stanford SOCIAL INNOVATION
Review
Redefining Education in the Developing World
By Mark J. Epstein & Kristi Yuthas | Winter 2012
In most developing countries, few children graduate from secondary school and many don’t even finish primary school. In Ghana, for example, only 50 percent of children complete grade 5, and of those, less than half can comprehend a simple paragraph. The UNESCO program Education for All, which as part of the Millennium Development Goals aims to provide free, universal access to primary schooling, has been successful in dramatically increasing enrollment. But, according to annual Education for All reports, many kids drop out before finishing school. Why don’t they stay?
There are numerous reasons, including the difficulty of getting to school and the cost of schooling. Even when tuition is free, there are often expenses for lunch, uniforms, and examination fees. And because the quality of education is often poor, parents are forced to pay for additional tutoring to enable their children to pass tests. Opportunity costs may be even larger — while they are in school, children forgo opportunities to produce income working on the family farm or selling in the marketplace. It is not surprising that when education investments do not result in adequate learning, or even basic literacy and numeracy, parents do not keep their children in school.
Even when learning outcomes are adequate, very few students continue on to secondary school. Job prospects for most people in the developing world are poor, and staying in school past grade 5, or even through grade 10, does not improve them significantly. In impoverished regions, the vast majority will not secure formal employment and will be supported primarily through subsistence level agriculture and trading. Health outcomes in these regions are also dire. Millions of children die every year from controllable diseases such as diarrhea, respiratory infections, and malaria.
Educational programs typically adopt traditional Western models of education, with an emphasis on math, science, language, and social studies. These programs allocate scarce resources to topics like Greek mythology, prime numbers, or tectonic plate movement — topics that may provide intellectual stimulation, but have little relevance in the lives of impoverished children. High performing students in less developed regions face a much different future from their counterparts’ in wealthier areas. There are no higher levels ...
DUE 5-13-15 NO plagiarismEducation Please respond to the fo.docxjacksnathalie
DUE 5-13-15 NO plagiarism
“Education" Please respond to the following:
Based on the Webtext materials and article below, address the following Western models of education clearly are not working in the developing world.
· 1. Outline, then, the most significant obstacles to obtaining an education in these countries.
· 2. Secondly, aside from the obvious solution of building more schools, what can government do to help their people escape poverty through education?Stanford Social Innovation Review
Stanford SOCIAL INNOVATION
Review
Redefining Education in the Developing World
By Mark J. Epstein & Kristi Yuthas | Winter 2012
In most developing countries, few children graduate from secondary school and many don’t even finish primary school. In Ghana, for example, only 50 percent of children complete grade 5, and of those, less than half can comprehend a simple paragraph. The UNESCO program Education for All, which as part of the Millennium Development Goals aims to provide free, universal access to primary schooling, has been successful in dramatically increasing enrollment. But, according to annual Education for All reports, many kids drop out before finishing school. Why don’t they stay?
There are numerous reasons, including the difficulty of getting to school and the cost of schooling. Even when tuition is free, there are often expenses for lunch, uniforms, and examination fees. And because the quality of education is often poor, parents are forced to pay for additional tutoring to enable their children to pass tests. Opportunity costs may be even larger — while they are in school, children forgo opportunities to produce income working on the family farm or selling in the marketplace. It is not surprising that when education investments do not result in adequate learning, or even basic literacy and numeracy, parents do not keep their children in school.
Even when learning outcomes are adequate, very few students continue on to secondary school. Job prospects for most people in the developing world are poor, and staying in school past grade 5, or even through grade 10, does not improve them significantly. In impoverished regions, the vast majority will not secure formal employment and will be supported primarily through subsistence level agriculture and trading. Health outcomes in these regions are also dire. Millions of children die every year from controllable diseases such as diarrhea, respiratory infections, and malaria.
Educational programs typically adopt traditional Western models of education, with an emphasis on math, science, language, and social studies. These programs allocate scarce resources to topics like Greek mythology, prime numbers, or tectonic plate movement — topics that may provide intellectual stimulation, but have little relevance in the lives of impoverished children. High performing students in less developed regions face a much different future from their counterparts’ in wealthier areas. There are no hig ...
webinar on NEP (DEET) Teachers & Teacher Education.pptx
Commentary (1)
1. Access to Quality Education: The Need of the Hour!
Srimayee Dam
As we look beyond the 2015 MDGs Agenda on ‘the basic right to primary
education for every child’, the shift is much determined by the quality of education offered at schools and
academic institutions. The governing bodies find it as a major concern when there are not enough
investments and partnerships on educational programs, resulting in unequal education for all. Such is the
trajectory towards under-development, where increased enrollment rates in schools and colleges do not
ensure ‘learning’ and/or academic success for students and children. The difference in learning
experiences for students at the primary level is due to lack of ‘quality education’!
The Article 26 of the 1948 Universal Declaration of Human Rights described quality education as “the
one which provides individuals and their societies with the ability to develop and thrive personally,
socially, politically and culturally; that develops the learner’s personality, talents and mental and physical
abilities to their fullest; and is geared towards the strengthening of citizenship, human dignity and a
culture of peace.” The 3 key elements/aspects are: well-trained teachers, and participatory teaching
methods and technologies; comprehensive and inclusive learning curriculum; and adequate learning
environment to include resources, facilities and infrastructure.
The 2013 MDGs and Beyond 2015 Factsheet noted that about 250 million children are unable to read,
write and count, even after having enrolled in schools; It stated “going to school is not enough; improving
learning is critical.” More so, the early school leaving rate for primary goers
remain at the same level as in 2000. The initiative on Education First proposed by the UN General
Secretary Ban Ki-Moon aims to promote school lesson plans that go beyond improving cognitive skills of
primary students; they should be encouraged to analyze real-life issues, think about solutions and execute
them. They need an environment conducive for transformative teaching; to enable trainers to improve
their teaching skills, and help learners think and respond critically.
The emerging post-2015 education development trends are likely to be affected by issues as: financing for
primary education and government accountability towards early-school curriculum planning; introducing
competency-based curriculum; greater focus on trained and qualified teachers, and on the pupil-to-teacher
2. ratio; increased efforts on providing free and public education, and abolishing of school fees.
So much so, the future of learning will be shaped by the application of
ICTs in areas of teaching and education management which will not only reduce the digital gap, but will
also bring in better outcomes for life-long learning.