Enriching civic education with economic education july 2010
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The document discusses a program to enrich civic education in Argentina by integrating economic education. The program is a partnership between Conciencia Association in Argentina and the Council for Economic Education in the US. It aims to empower teachers and students to develop proposals for local public policies by adding 4 lessons on economic concepts to an existing civic education program. This will provide students with tools to participate in public policy decision making. The lessons will be tied to the existing program's focus on developing policy proposals while strengthening democratic values. Over 2000 teachers and millions of students could potentially benefit from the integrated economic education program.
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The document summarizes challenges facing higher education institutions from forces in society and discusses strengthening the relationship between higher education and society. It outlines four issues areas: 1) building public understanding of higher education's civic mission, 2) cultivating networks and partnerships, 3) infusing civic responsibility into institutional culture, and 4) embedding civic engagement into the higher education system. Goals and action items are provided for each issue area, such as developing common language about higher education's role, creating communication networks, and aligning governance structures to civic engagement criteria.
1.[1 7]higher education and society
The document discusses the challenges facing higher education institutions from various societal forces and the need for strengthening the relationship between higher education and society. It proposes a common agenda framework with 4 issues areas (building public understanding of higher education's civic mission, cultivating networks and partnerships, infusing civic responsibility into institution's culture, and embedding civic engagement into the higher education system) and various goals and action items under each issue area to guide collective efforts to advance higher education's role in serving society.
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The document summarizes challenges facing higher education institutions from forces in society and discusses strengthening the relationship between higher education and society. It outlines four issues areas: 1) building public understanding of higher education's civic mission, 2) cultivating networks and partnerships, 3) infusing civic responsibility into institutional culture, and 4) embedding civic engagement into the higher education system. Goals and action items are provided for each issue area, such as developing common language about higher education's role, creating communication networks, and aligning governance structures to civic engagement criteria.
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The document discusses the challenges facing higher education institutions from various societal forces and the need for strengthening the relationship between higher education and society. It proposes a common agenda framework with 4 issues areas (building public understanding of higher education's civic mission, cultivating networks and partnerships, infusing civic responsibility into institution's culture, and embedding civic engagement into the higher education system) and various goals and action items under each issue area to guide collective efforts to advance higher education's role in serving society.
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Students and Money: Highlights from the OECD PISA Financial Literacy Assessment
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The presentation for a 2009 Workshop run at EPIC 2009
Description:
Analysis and synthesis are critical to the application of observational research techniques in a design context, yet are often underrepresented in literature and discussion. What discussion there is often centers on execution of individual methods and practices and the benefits they provide. These in-depth explorations of individual methods are invaluable to us as practitioners, but mastery of any individual method does not lead to mastery of the analytical / synthetic process.
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Goals and Benefits:
The use of such a organizational model of analysis and synthesis would be:
* -to introduce practitioners to new methods from a variety of academic backgrounds,
* -to illustrate the analytical value that these methods may provide,
* -to enable thoughtful selection of methods appropriate for the problem at hand (based on project goal, time available, data gathered, and other real world constraints),
* -to provide perspective on how individual methods relate to each other, and
* -to better articulate expected outcomes and defend time devoted to analysis and synthesis activities
A basic course on analytical thinking
Provide a fundamental understanding of how analytical thinking works
Identify specific tools and techniques that students can use during the problem solving life cycle
Give students a complete framework for managing project issues – from identification to resolution
Understand the systematic process of problem solving
Define the issue as a starting point for your project
Focus on the “drivers” behind your issue
Know how to apply specific techniques, such as brainstorming, root cause analysis, and SWOT
Know how to test your proposed solutions before submission to the client
Know how to present viable solutions for solving critical problems
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The document outlines 8 positive mental attitudes (MPA) that are important for success:
1. Boss attitude - taking responsibility for one's own business and not blaming others.
2. Active attitude - being self-motivated and taking action rather than sitting idle.
3. Success attitude - having a vision for success and believing in oneself.
4. Hardworking attitude - working much harder than others through diligence and honesty.
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7. Matter-of-fact attitude - accepting both successes and failures objectively.
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1. Define the problem or task by choosing a topic that is neither too narrow nor too broad and stating it as a question.
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3. Gather sources such as reference books, articles, websites, and databases and decide which will be used.
4. Collect information by researching the topic, taking notes without plagiarizing, and recording bibliographic information for every source.
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6.
Types and modes of interpretation
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This document discusses tools and techniques for developing creative and innovative thinking skills. It covers defining problems, types of innovation, conceptual blocks to creativity, the three components of creativity, characteristics of creative groups, and tools for defining problems and creating new ideas such as attribute listing and brainstorming. The goal is to provide a framework for developing skills that can be applied to daily problem solving.
Multiculturalism
Multiculturalism refers to cultural diversity within a society where two or more groups with distinctive beliefs and cultures coexist. It also refers to government policies that recognize and support cultural diversity. Key aspects of multiculturalism include identity politics that advance the interests of minority groups, recognition and accommodation of minority rights, and the view that cultural diversity is compatible with political and social cohesion. However, critics argue that multiculturalism can undermine shared social values, encourage separatism over assimilation, and fail to adequately address issues like gender inequality.
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The document describes 15 oral persuasion techniques: bandwagon, explicitly stated facts, humor, repetition, rule of three, warm and fuzzy, charisma, extrapolation, flattery, generalities, brand new, nostalgia, rhetorical questions, analogy, and scapegoating. It provides a brief definition and example of each technique to explain how it can be an effective persuasive method in oral presentations.
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Civic Scientific Literacy: A Survival Tool for the 21st Century
However important improved public understanding of science might be, it is only part of the picture of how society reacts to new developments in science and technology, especially when controversy breaks out. Extensive research supports strong roles for values, beliefs and trust, arguably stronger factors in many cases than the role of science literacy by itself.
Business Communication
The document defines nonverbal communication and describes the six functions and eight types of nonverbal symbols. It also differentiates between formal and informal communication. It then identifies and describes 14 barriers to effective communication, explains the importance of listening, and describes methods to improve listening and break down communication barriers. Finally, it diagrams the basic communication model, lists the five message channels, and discusses the components of a message and their contribution to the total message.
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The Art of Asking Survey Questions: 7 Survey-Writing Don'ts
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In the field of social development, Erikson (1963) theory of psychosocial development is noteworthy. While primarily focused on individual development, its principles can be extended to understanding social development.
4. Sustainable Development
The concept of sustainable development gained prominence with the Brundtland Report, titled "Our Common Future," published by the World Commission on Environment and Development (WCED).
5. Political Development
Almond and Sidney Verba (1963) work on political development explores the relationship between political systems and socio-economic development.
The major challenges in higher education include:
Quantity
The numbers of new entrants is now more than the total number of students in higher education prior to independence” (Iqbal, 1981). “The demand of higher education has thus increased by leaps and bonds. In spite of quality control as well as consolidation, it will continue to grow constantly for a long time to come” (Adeeb, 1996).
Equity
The philosophy of social justice is very much akin to the principle of equity. It is a welcome development over the concept of inherent inequality which was sought to be explained by biological differences among individuals (Bayli, 1987).
Quality
Development of society not only depends upon quantity of goods and services produced, but also on their quality. “It again leads to quality of life of the people and the quality of the society in genera (Hayes, 1987). It is rightly said that the philosophical basis of quality is the innate characteristics of a human being to attain a higher standard and the need of excellence for attaining a higher stage in the development (Quddus, 1990).
Student Unrest
Among the challenges of higher education is the vital role of addressing students’ unrest.
Bayli (1987) studied that “The condition of higher education in universities and colleges is not satisfactory in the eyes of students. Lack of physical and educational facilities is bringing much hindrance in the way of development.
Students with arts, humanities, and management backgrounds often engage in political activities, indicating that their social or academic background significantly influences their attitudes towards social,
Adult education
This document discusses adult education. It defines adult education as teaching and educating adults, which takes place in workplaces, folk high schools, and lifelong learning centers. The goals of adult education are to make adults aware of their civic responsibilities, economically efficient, develop a sense of responsibility, provide cultural development opportunities, and allow for self-expression. Key topics in adult education are discussed, as well as characteristics of adult learners and principles of adult learning. Challenges of low literacy are outlined for individuals and society. Historical adult education programs in India are summarized. The document concludes by outlining a vision for strong government initiatives and an outstanding adult education curriculum framework.
Atina ppt son
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Advancing the Civic Mission of Schools - What Schools, Districts, and State a...
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This document discusses several topics relating to educational technologies and teacher training:
1) It addresses how teachers can be helped to use technology in schools through workshops and technology courses in higher education.
2) It discusses the knowledge society agenda and how knowledge and technology can be used to create a just society and change society for the better.
3) It outlines several areas like digital solidarity, lifelong learning, and research that teachers need to focus on to shape beneficial use of technology in education.
Professional studies 3 a assignment one
This document discusses several topics relating to educational technologies and teacher training:
1) It addresses how teachers can be helped to use technology in schools through workshops and technology courses in higher education.
2) It discusses the knowledge society agenda and how knowledge and technology can be used to create a just society.
3) It outlines three approaches for developing teacher competency with technology - technology literacy, knowledge deepening, and knowledge creation. The document concludes that international and national initiatives aim to incorporate educational technologies into teacher training and development.
Education_Commission_1964-66.pdf
The Education Commission of 1964-66 was appointed by the Government of India to advise on developing education at all levels to meet national objectives. It was chaired by Prof. D.S. Kothari and had 17 total members. The Commission collected data through visits, interviews, and memoranda. Its report made recommendations in 3 parts: relating education to productivity, social cohesion and modernization; restructuring education and improving standards; and raising teacher status through better pay, benefits, and working conditions. Key proposals included increasing vocational education; adopting a common school system and language policy; lengthening higher secondary education; and upgrading salaries and welfare for teachers.
Chile education reforrm history
The document summarizes three waves of education reform in Chile from 1980-1996. The first wave in the 1980s under Pinochet focused on decentralization, privatization, vouchers, and standardized testing to promote efficiency. The second wave in the 1990s under Socialist governments aimed to improve quality and equity by targeting resources to low-income students, improving teaching quality, and increasing teacher salaries and autonomy. The third wave from 1996 expanded the school day, implemented a new curriculum, supported innovative secondary schools, and provided incentives to improve teacher professionalism to boost performance across all areas.
Adult education
Adult education involves teaching adults through various methods like night schools, community colleges, and lifelong learning centers. It aims to educate adults on topics not covered in regular schooling like religion, politics, and family planning. The principles of adult learning emphasize that learning must be problem-centered, experience-based, meaningful, and allow learner feedback. In India, the government has launched various programs since independence to promote adult education through night schools, community centers, and mass literacy campaigns to build an educated nation.
Community development principles then and now
Community development principles have evolved over time. Originally in the 1940s-1980s, community development focused on holistically understanding community needs, culture, and felt needs. It emphasized self-help, cooperation, leadership, and participation. Now, principles stress responding to expressed community needs, concerted action through multi-purpose programs, changing attitudes, participation in governance, training local leaders, involving women and youth, mobilizing community resources, and national support for local development. Definitions of community development emphasize assisting community growth and betterment through organizing local resources, improving living conditions through collaborative people-centered efforts, and enabling democratic participation in priority problem-solving.
The Role of Community Education in Reducing Child Sexual Abuse
Abstract: Individual education seems not enough to deal with community-based problems; community education by community members themselves is of paramount importance to deal with any community-based problem including child sexual abuse. Community education programmes designed by the community members can improve the quality of life of children and develop harmonious interpersonal relationships. Although communities differ from one another, some of the programmes used in other communities could be used in another community provided community participation prevails. Community participation provides the community with an opportunity to employ one programme after another till there would be an indication of the reduction of child sexual abuse. The evaluation of the programme will suggest the next programme to employ. The study adopted a participatory action research approach utilising a qualitative technique to collect the data. Interviews were conducted with educators, nurses, social workers, traditional leaders, church leaders, members of the civic organisation, policing staff and the Victim Empowerment Group. According to the responses of all target groups, community participation is imperative to reduce the incidence of child sexual abuse.
Jaume Bofill Foundation
Presentation of the Jaume Bofill Foundation, an independent, socially-committed think-and-do tank which has worked with quality and rigor to promote reflection, discussion, research and other initiatives to improve society and increase the education knowledgebase
in Catalonia for over 40 years.
Since 2010 its work has focused on education with the aim of building a cohesive and fair society and the reduction of inequalities among individuals and groups. The Foundation understands education as a process that addresses the whole of society and requires everyone’s participation.
National policy on education
The document discusses the National Policy on Education (NPE) of India and the Ramamurti Commission. The key points are:
1. The NPE was formulated in 1968 and 1986 to promote education across India. It aimed to make education accessible, improve quality, and increase financial support.
2. The 1986 policy focused on universal primary education, scientific/technological development, and social/cultural advancement. It emphasized values of national identity and integration.
3. The Ramamurti Commission reviewed the implementation of the 1968 policy and recommended reforms such as reorganizing education stages and promoting vocational training and equality of opportunity.
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Enriching civic education with economic education july 2010
- 1. “EnrichingCivicEducationwithEconomicEducation” “Empowering teachers and students to develop proposals of public policy at a local level”
- 2. Why: A particular historical and cultural background
- 3. Why II: Concrete facts
- 4. TheChallenge: Findingthe links betweenEducation and Economy.
- 5. In fact…
- 6. Ouranswertoaddressthesechallenges: IntegrateEconomicEducationintoCitizenshipEducation Include in the Program Strengthening the Values of Democracy 4 lessons of economic education that complement the training that teachers receive within Project Citizen (contents an methodologies). Provide students with theoretical and practical tools in order to empower them and foster their responsible and committed participation the public policies decision making processes at a local level.
- 8. It has been implemented since 2000.
- 9. Benefited: more than 2000 teachers across the country .
- 10. It is based in Project Citizen methodology (Center for Civic Education).
- 11. Objective: Training secondary school teachers to help their students to develop and present a proposal of public policy that seeks to address a local problem (identified as a prioritybythem).
- 12. Declared of “National Interest” by the National Ministry of Education.
- 15. WHO
- 17. Conciencia Association (Argentina) Conciencia is a non-profit association founded in 1982, with the strong belief that all citizens must participate responsibly in the politics of their country. Mission: To awaken an awareness in citizens of their influence on democracy, so that they may exercise their citizenship not only as a right, but also as a duty, while simultaneously striving for overall socioeconomic development.
- 18. Conciencia in numbers 28 Years 27 Offices 40 Groupworks 3,600 Volunteers 35 Programs 3,000,000 Students (DirectBeneficiaries) 600,000 Teachers (DirectBeneficiaries) 27 Awards 60,000 Families (DirectBeneficiaries)
- 19. Salta (Salta Province) Lujan (Buenos Aires Province) Mar del Plata (Buenos Aires Province) Concordia (Entre Rios Province) VenadoTuerto (Santa Fe Province) Marcos Juarez y Chilibroste (Cordoba Province)
- 20. ProgramActivities I 1) Add to “Strengthening the Values of Democracy” modules of economic education 4 lessonsdeveloped (basedonthematerialsprovidedbythe Council forEconomicEducation). Scarcity :StrategyDevelopment and PlanningforDecisionMaking. Social EconomicGoals PACED: Modelformakingintelligentdecisions BudgetPreparation
- 21. ProgramActivities II 2) Teachers´ Training in differentcities of Argentina. Time extension : 180 to 240 minutes. Number of teachers : 40- 60 Preparedlessonsare distributedtoeach of theteachers. Lessons´contents and methologies are putintopractice: permanent link to Project Citizencontents and methodologies permanent link tothepreparation of a publicpolicyproposal