Factors affecting the equal sharing of responsibilities between women and men...ivo arrey
Title:
Factors affecting the equal sharing of responsibilities between women and men in Sub-Saharan Africa and some policy proposals
Author: Arrey Mbongaya Ivo
African Centre for Community and Development
P.O.Box 181, Limbe, Cameroon
http://www.africancentreforcommunity.com
http://www.youtube.com/user/AfricanCentreforCom
http://www.facebook.com/pages/African-Centre-for-Community-and-Development/103686769685856
http://www.linkedin.com/groups/Holistic-Approach-Sustainable-Development-HASD-2998648
Factors affecting the equal sharing of responsibilities between women and men...ivo arrey
Title:
Factors affecting the equal sharing of responsibilities between women and men in Sub-Saharan Africa and some policy proposals
Author: Arrey Mbongaya Ivo
African Centre for Community and Development
P.O.Box 181, Limbe, Cameroon
http://www.africancentreforcommunity.com
http://www.youtube.com/user/AfricanCentreforCom
http://www.facebook.com/pages/African-Centre-for-Community-and-Development/103686769685856
http://www.linkedin.com/groups/Holistic-Approach-Sustainable-Development-HASD-2998648
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Sustainable Development Goals Report 2016Peerasak C.
Foreword
On 1 January 2016, the world officially began implementation of the 2030 Agenda for Sustainable Development—the transformative plan of action based on 17 Sustainable Development Goals—to address urgent global challenges over the next 15 years.
This agenda is a road map for people and the planet that will build on the success of the Millennium Development Goals and ensure sustainable social and economic progress worldwide. It seeks not only to eradicate extreme poverty, but also to integrate and balance the three dimensions of sustainable development—economic, social and environmental—in a comprehensive global vision.
It is vital that we begin implementation with a sense of opportunity and purpose based on an accurate evaluation of where the world stands now.
That is the aim of this report. It presents an overview of the 17 Goals using data currently available to highlight the most significant gaps and challenges.
The latest data show that about one in eight people still lived in extreme poverty, nearly 800 million people suffered from hunger, the births of nearly a quarter of children under 5 had not been recorded, 1.1 billion people were living without electricity, and water scarcity affected more than 2 billion people.
These statistics show how important coordinated global data-generation efforts will be in supplying reliable and timely data for systematic follow-up and progress reviews.
The Goals apply to all societies. Even the wealthiest countries have yet to fully empower women or eliminate discrimination.All nations will need to build the Sustainable Development Goals into their national policies and plans if we are to achieve them.
This first report is a starting point. With collective global action, we can seize the opportunities before us and, together,fulfill the pledge of the 2030 Agenda to leave no one behind.
BAN Ki-Moon
Secretary-General, United Nations "The new agenda is a promise by leaders to all people everywhere. It is a universal, integrated and transformative vision for a better world. It is an agenda for people, to end poverty in all its forms. An agenda for the planet, our common home. An agenda for shared prosperity, peace and partnership. It conveys the urgency of climate action. It is rooted in gender equality and respect for the rights of all. Above all, it pledges to leave no one behind."
BAN Ki-Moon
Secretary-General, United Nations
It is widely known that education for all ought to be equal to all, regardless of race, ethnicity, gender and hierarchy. Although equality in education is the primary purpose of our government, however, there are some instances that inequality in education exists due to some factors. This research identifies the factors that lead to inequality in education. Based on our findings factors such as individual characteristics attitudes and beliefs, psychological traits, parental socio economic status , individual educational success attainment, field of study , population groups men and women and ethnic groups , educational inequality gender pay gap, horizontal, occupational and segregation contributes to the overall dilemma. Moreover, our findings also show that micro and social contributes to the gaps of inequality of education, thus, social interactions and social structures affects the micro conditions and outcome. This implied that educational inequality is caused by different factors and constructs that undermined the policy of an educational system and this lead to inequality of education. Lucelle B. Collamat | Maureen S. Salagada | Emerson A. Sentos | Clarissa S. Tabar | Regina P. Galigao "Inequality in Education: A Literature Review" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-6 , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd33639.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/33639/inequality-in-education-a-literature-review/lucelle-b-collamat
Mbac5107 poverty-eskasoni-slides for video.v3Chen Liu
This report scrutinized the child poverty issue in the Eskasoni community, Nova Stoica, Canada. The Eskasoni community has the highest child poverty rate of 73%, cross Canada.
This report is done by a group of students at Cape Breton University.
The State of the World’s Children in Numbers: Every Child Counts – Revealing ...UNICEF Publications
The State of the World’s Children 2014 In Numbers: Every Child Counts highlights the critical role data and monitoring play in realizing children’s rights. Credible data, disseminated effectively and used correctly, make it possible to target interventions that help right the wrong of exclusion. Data do not, of themselves, change the world. They make change possible – by identifying needs, supporting advocacy, gauging progress and holding duty bearers to account. Making the possible real is up to decision makers.
Family and school are nowadays the contexts of development and education par excellence. The importance that these educational environments have on the development of children and the relationships established between the family and school are crucial in the development of children.
The aim of the research was to study how and what occurs here understand how the first transition, the transition from the home environment to education. The term transition is used in sociology to describe any significant movement either in the school setting (the move from kindergarten to primary education, primary to secondary education or high school to college would also be valid examples) or in other areas of peoples life (like the school to work transition). In particular, the transition from home to school environment is an important milestone in the life of people as is also linked to other maturational stages and life events such as the development of autonomy and socialization with other significant.
Therefore the transition from the home environment to the school system is an important event both for individuals and for families. The growing diversification of early age (0-3 years) care facilities on the one hand, and the (often) strong link of these facilities to the further education track on the other hand mean that parents have more choice but also responsibility regarding the education of their children (Fernandez Esquinas, 2004). Moreover, many of these decisions have to be taken already by choosing the early care center. These choices are, however, conditioned by various social factors such as economic, social and cultural resources of the families (Glaesser and Cooper, 2013; Olmedo and Santa Cruz, 2011; ).
The current study aims at understanding the role of family diversity in shaping their selection of external care facilities or kindergarten. Te central research questions of the study are: in which grounds do families differ in choosing kindergarten? And if so, do those differences relate to specific parental profiles?
The study analyses original data coming from the project "Parental Models and Educational Demands" and was collected through 18 early care centers and compiled data from families that have enrolled their children (0-3 years old) in early day care centers or kindergarten in the city of Valencia, Spain. In the study 250 families participated in answering a questionnaire and providing information about their parenting styles and educational demands.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Sustainable Development Goals Report 2016Peerasak C.
Foreword
On 1 January 2016, the world officially began implementation of the 2030 Agenda for Sustainable Development—the transformative plan of action based on 17 Sustainable Development Goals—to address urgent global challenges over the next 15 years.
This agenda is a road map for people and the planet that will build on the success of the Millennium Development Goals and ensure sustainable social and economic progress worldwide. It seeks not only to eradicate extreme poverty, but also to integrate and balance the three dimensions of sustainable development—economic, social and environmental—in a comprehensive global vision.
It is vital that we begin implementation with a sense of opportunity and purpose based on an accurate evaluation of where the world stands now.
That is the aim of this report. It presents an overview of the 17 Goals using data currently available to highlight the most significant gaps and challenges.
The latest data show that about one in eight people still lived in extreme poverty, nearly 800 million people suffered from hunger, the births of nearly a quarter of children under 5 had not been recorded, 1.1 billion people were living without electricity, and water scarcity affected more than 2 billion people.
These statistics show how important coordinated global data-generation efforts will be in supplying reliable and timely data for systematic follow-up and progress reviews.
The Goals apply to all societies. Even the wealthiest countries have yet to fully empower women or eliminate discrimination.All nations will need to build the Sustainable Development Goals into their national policies and plans if we are to achieve them.
This first report is a starting point. With collective global action, we can seize the opportunities before us and, together,fulfill the pledge of the 2030 Agenda to leave no one behind.
BAN Ki-Moon
Secretary-General, United Nations "The new agenda is a promise by leaders to all people everywhere. It is a universal, integrated and transformative vision for a better world. It is an agenda for people, to end poverty in all its forms. An agenda for the planet, our common home. An agenda for shared prosperity, peace and partnership. It conveys the urgency of climate action. It is rooted in gender equality and respect for the rights of all. Above all, it pledges to leave no one behind."
BAN Ki-Moon
Secretary-General, United Nations
It is widely known that education for all ought to be equal to all, regardless of race, ethnicity, gender and hierarchy. Although equality in education is the primary purpose of our government, however, there are some instances that inequality in education exists due to some factors. This research identifies the factors that lead to inequality in education. Based on our findings factors such as individual characteristics attitudes and beliefs, psychological traits, parental socio economic status , individual educational success attainment, field of study , population groups men and women and ethnic groups , educational inequality gender pay gap, horizontal, occupational and segregation contributes to the overall dilemma. Moreover, our findings also show that micro and social contributes to the gaps of inequality of education, thus, social interactions and social structures affects the micro conditions and outcome. This implied that educational inequality is caused by different factors and constructs that undermined the policy of an educational system and this lead to inequality of education. Lucelle B. Collamat | Maureen S. Salagada | Emerson A. Sentos | Clarissa S. Tabar | Regina P. Galigao "Inequality in Education: A Literature Review" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-6 , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd33639.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/33639/inequality-in-education-a-literature-review/lucelle-b-collamat
Mbac5107 poverty-eskasoni-slides for video.v3Chen Liu
This report scrutinized the child poverty issue in the Eskasoni community, Nova Stoica, Canada. The Eskasoni community has the highest child poverty rate of 73%, cross Canada.
This report is done by a group of students at Cape Breton University.
The State of the World’s Children in Numbers: Every Child Counts – Revealing ...UNICEF Publications
The State of the World’s Children 2014 In Numbers: Every Child Counts highlights the critical role data and monitoring play in realizing children’s rights. Credible data, disseminated effectively and used correctly, make it possible to target interventions that help right the wrong of exclusion. Data do not, of themselves, change the world. They make change possible – by identifying needs, supporting advocacy, gauging progress and holding duty bearers to account. Making the possible real is up to decision makers.
Family and school are nowadays the contexts of development and education par excellence. The importance that these educational environments have on the development of children and the relationships established between the family and school are crucial in the development of children.
The aim of the research was to study how and what occurs here understand how the first transition, the transition from the home environment to education. The term transition is used in sociology to describe any significant movement either in the school setting (the move from kindergarten to primary education, primary to secondary education or high school to college would also be valid examples) or in other areas of peoples life (like the school to work transition). In particular, the transition from home to school environment is an important milestone in the life of people as is also linked to other maturational stages and life events such as the development of autonomy and socialization with other significant.
Therefore the transition from the home environment to the school system is an important event both for individuals and for families. The growing diversification of early age (0-3 years) care facilities on the one hand, and the (often) strong link of these facilities to the further education track on the other hand mean that parents have more choice but also responsibility regarding the education of their children (Fernandez Esquinas, 2004). Moreover, many of these decisions have to be taken already by choosing the early care center. These choices are, however, conditioned by various social factors such as economic, social and cultural resources of the families (Glaesser and Cooper, 2013; Olmedo and Santa Cruz, 2011; ).
The current study aims at understanding the role of family diversity in shaping their selection of external care facilities or kindergarten. Te central research questions of the study are: in which grounds do families differ in choosing kindergarten? And if so, do those differences relate to specific parental profiles?
The study analyses original data coming from the project "Parental Models and Educational Demands" and was collected through 18 early care centers and compiled data from families that have enrolled their children (0-3 years old) in early day care centers or kindergarten in the city of Valencia, Spain. In the study 250 families participated in answering a questionnaire and providing information about their parenting styles and educational demands.
Family’s cultural capital and early schooling decisions: the case of the city...Daniel Gabadón-Estevan
Conference: Family’s cultural capital and early schooling decisions: the case of the city of Valencia. Gabaldón-Estevan, Pecourt-Gracia, J. and Täht, K.; European Consortium for Sociological Research: Developments in Social Inequality and Social Cohesion. Tilburg (The Netherlands) 14-16 October 2013.
Larp in early childhood education_Tanja Lehto (Laurea UAS 2013)Tanja Lehto
How can live action role-playing games be designed for children ages 5 to 6? How take the developmental level and the educational environment into account when planning teaching materials for early childhood education environments?
These are some of the questions I had to ponder on my bachelor's thesis and here is a quick overlook on how I attempted to answer them.
Poverty, Inequality and Social Change in Children’s LivesYoung Lives Oxford
At a special event to launch findings from Rounds 1 to 4 of the Young Lives survey, Professor Jo Boyden, Director of Young Lives gave an overview of findings to date, focusing on how a multi-disciplinary, multi-country study like Young Lives enables us to view trends over time, not just in India but also across four diverse countries. Child development and economic development are mutually reinforcing, she argued. We have seen a decade of growth, with reductions in poverty levels and improvement in infrastructure and service access (particularly primary enrolment) across all our study countries. The question we must now address is how we deal with entrenched inequalities, which need integrated measures across government departments to invest in child development.
Poverty puts young children at great risk; they are exposed to experiences and environments that are detrimental to their health and well-being. (Committee on Integrating the Science of Early Childhood, 2000) The difference in the socioeconomic backgrounds of children implicates significant differences in their language development and level of academic achievement. (Cumulative Risk and Low-Income Children\'s Language Development, 2004)
This is my presentation I did it is about how poverty links to our unit. I had to present it to 7 people. It relates to our unit by how it can affect children that live in a place that is in poverty.
If you are interested with the lecture, please send me an email at martzmonette@yahoo.com and state the purpose of your request. Thank you so much and God bless you!
Education for all : Education is a fundamental right that should be available to everyone, regardless of socioeconomic status, race, gender, or any other factor. All people should have access to quality education, including access to books, technology, and experts who can help them learn. To ensure Education for All, governments should invest in public schools and libraries, provide free tuition for college and technical school, and support programs that increase access to educational resources. Additionally, organizations and individuals should work together to create learning opportunities that are accessible to everyone. By creating a culture of learning and knowledge sharing, we can make sure that everyone has the opportunity to learn, grow, and reach their full potential.
HISTORICAL PERSPECTIVE OF THE PHILIPPINE EDUCATIONAL SYSTEM
Education in the Philippines has undergone several stages of development from the pre-Spanish times to the present. In meeting the needs of the society, education serves as focus of emphases/priorities of the leadership at certain periods/epochs in our national struggle as a race.
As early as in pre-Magellanic times, education was informal, unstructured, and devoid of methods. Children were provided more vocational training and less academics (3 Rs) by their parents and in the houses of tribal tutors.
The pre-Spanish system of education underwent major changes during the Spanish colonization. The tribal tutors were replaced by the Spanish Missionaries. Education was religion-oriented. It was for the elite, especially in the early years of Spanish colonization. Access to education by the Filipinos was later liberalized through the enactment of the Educational Decree of 1863 which provided for the establishment of at least one primary school for boys and girls in each town under the responsibility of the municipal government; and the establishment of a normal school for male teachers under the supervision of the Jesuits. Primary instruction was free and the teaching of Spanish was compulsory. Education during that period was inadequate, suppressed, and controlled.
The defeat of Spain by American forces paved the way for Aguinaldo’s Republic under a Revolutionary Government. The schools maintained by Spain for more than three centuries were closed for the time being but were reopened on August 29, 1898 by the Secretary of Interior. The Burgos Institute in Malolos, the Military Academy of Malolos, and the Literary University of the Philippines were established. A system of free and compulsory elementary education was established by the Malolos Constitution.
An adequate secularized and free public school system during the first decade of American rule was established upon the recommendation of the Schurman Commission. Free primary instruction that trained the people for the duties of citizenship and avocation was enforced by the Taft Commission per instructions of President McKinley. Chaplains and non-commissioned officers were assigned to teach using English as the medium of instruction.
A highly centralized public school system was installed in 1901 by the Philippine Commission by virtue of Act No. 74. The implementation of this Act created a heavy shortage of teachers so the Philippine Commission authorized the Secretary of Public Instruction to bring to the Philippines 600 teachers from the U.S.A. They were the Thomasites.
Year Official Name of Department Official Titular Head Legal Bases
1863 Superior Commission of Primary Instruction Chairman Educational Decree of 1863
1901-1916 Department of Public Instruction General Superintendent Act. No. 74 of the Philippine Commission, Jan. 21, 1901
1916-1942 Department of Public Instruction Secretary Organic Act Law of 1916 (Jones Law)
1942
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Instructions for Submissions thorugh G- Classroom.pptx
Kaibigan and RDC
1. KAIBIGANChildren of the PhilippinesFilipino American Student AssociationPortland State University 1
2. AndRecycling for Disadvantaged ChildrenRDCCreated at PSU in 2009, and incorporated in Oregon in 2010 Applying for its 501 (c ) (3)Federal Tax Exempt StatusIn 2011 2
3. Introducing the CHANCE programChildren Helping Another Childs Education CHANCE, collects computers from colleges and universities (PSU) from the Untied States that are being discarded because of upgrades and sends them to the Philippines to support Angeles City National Trade School (ACNTS) and GawadKalingas (GK), iGK Smart School Programs. The individuals that it serves are the poorest of the poor in the Philippines. Our programs main concern is teaching the young Computer Information Technologies, and serves children, adults, women, the elderly, and physically challenged individuals. The target population is helped by supplying them free access to computers, the internet, and educating them in their operations and functions. This helps the students and other indigent people of the Philippines to gain an education and learn self-values and self-leaning methods 3
4. Smart School Programs We support ACNTS, Smart Communications Inc, and Philippine Long Distance Telephone Company (PLDT), Smart School Program, and other programs, we also assist ACNTS new sister-sister Adopted-A-Community through Transformative Education program with GK’s, iGK program, which also has a Smart School Program at GK Pinagsama village in Taguig City, Western Bicutan. With this support, RDC advances, the education of the indigent (poorest) population of the Philippines. 4
5. Children of the Philippines Our target population is the poorest of the poor of all ages and genders. The Philippines had a population around 90.3 million in 2009, and their average family income was 147, 0000 pesos. which in American dollars is around $3062.00. The age structure is 0-14 years: 34.5% (male 16,043,257/female 15,415,334) 15-64 years: 61.3% (male 27,849,584/female 28,008,293) 65 years and over: 4.1% (male 1,631,866/female 2,128,953) estimated in 2008. 5
6. Poverty remains a serious problem in the Philippines, which is the only populous country in East Asia in which the absolute number of people living on less than $1 a day remained constant, according to figures compiled by the World Bank. That body estimates that, even if the Philippine economy posts a 6 to 8 percent growth , it will still not be possible to bring the poverty level below 15 percent. Economists believe that it may take some 20 years of continuous economic reforms and implementation of social programs before the country can match the single-digit poverty figures of it wealthier neighbors. 6
7. A lack of an education leads to continual cycles of poverty in families. This poverty leads to begging, crime, violence, and prostitution. With an education, these cycles can be broken with a new generation of educated children working as responsible citizens of the nation of the Philippines. Poverty among children shows that the incidence of poverty among children aged below 15 years is far higher than the national average. Poverty among children aged between 6 to 15-years accounts for more than 30% of aggregate poverty. 7
8. RDC, is your organization Our Mission: is to recycle any educational materials that can be used to advance the education of disadvantaged youth throughout the world. Our goal: is to make the necessary tools available and accessible to all children, indigent individuals, and the physical challenged who wish to gain an education. 8
9. Our Vision : That all children of every nation receive an education in order to be good stewards of the world that they will inherit. We Believe: All Children deserve a good home and an education adequate to meet the challenges of the world. 9
10. Poverty Among the poorest Filipinos, most family income is derived from entrepreneurial activities such as selling food on street corners or collecting recyclable materials to sell at the junkyards. Most of the poor are lowland landless agricultural workers, lowland small farm owners and cultivators, industrial wage laborers, hawkers, micro-entrepreneurs, and scavengers. Most poor Filipinos live in rural areas, where they are subject to the low productivity of agricultural employment. 10
11. Urban poverty is caused by low household incomes and the internal migration of poor rural families to urban areas. Poverty incidence increased to 26.9% for families in 2006 compared to 24.4% in 2003. This is, however, lower than the 27.5 % poverty incidence in 2000. In terms of poverty incidence among a population, out of 100 Filipinos, 33 were poor in 2006, compared to 30 in 2003. Preliminary indicators showed no improvement in the poverty rate in 2009 from that of 2006, when the poverty rate stood at 33 percent of the population, said NSCB Secretary General Romulo Virola 11
12. The proportion of the population living below US$1.25 a day in 2006 was 23 per cent or around 20 million people. At the same time, about 44 per cent or over 40 million Filipinos were living on less than US$2 a day. While the Philippines was able to reduce poverty incidence from as high as 30 per cent in the early 1990s, the actual number of people living in poverty has increased over the last two decades. 12
13. The global food and fuel price crises in 2007 and 2008, and the global economic crisis that followed, are estimated to have pushed even more people into poverty. The economy took a further hit in late 2009, as the worst typhoon season in 40 years devastated Metro Manila and the agricultural heartland of the country. 13
14. Even during periods of stronger economic growth, such as 2004-2008, poverty continued to rise. Various factors have contributed to the lack of progress on poverty reduction in the Philippines. Some of these are: An agriculture sector that has performed weakly and failed to raise the incomes of the rural poor Growth that is primarily based on consumption and not creating employment opportunities for the poor 14
15. High population growth, which averaged 2 per cent annually over the past decade, and places additional strain on the cost of household living and demand for basic services Income inequality, which increased in the 1990s and remains relatively high—the poorest 20 per cent of the population accounting for only 5 per cent of total income or consumption Inability of the government to provide sufficient basic services, especially to people in poorer remote regions Vulnerability of poorer communities to natural disasters and civil unrest which adversely affects livelihoods 15
16. Education The Government of the Philippines' Midterm Progress Report on the Millennium Development Goals (MDGs) shows the country is on track to meet 2015 targets on reducing child mortality, promoting gender equality, combating HIV/AIDS, malaria and other diseases, and increasing access to safe drinking water and sanitation. However, the country needs to increase its efforts to meet universal primary education and maternal health goal 16
17. About 74% of children not attending school are found to be living below the national poverty threshold. This suggests that children are not attending school primarily due to their lack of resources to afford schooling, directly or indirectly, and due partly to supply-side factors such as unavailability of nearby schools. 17
18. Several comprehensive assessments of the Philippine educational system have been conducted in the last decade. Most notable of these are the review conducted by the Congressional Commission on Education, the Philippine Education Sector Study, conducted jointly by the World Bank and the Asian Development Bank , and the Education for All assessments. A Presidential Commission of Educational Reform was constituted to review these and other similar studies and to make recommendations for the improvement of the quality of education in the Philippines. 18
19. All of these assessments have characterized the Philippine educational system as one in crisis. Recurring themes 1) the inadequacy of the national budgetary allocation for education; 2) the inefficient management of the educational system; 3) poor infrastructure—lack of school buildings, laboratory facilities, libraries, etc.; 4) the lack of qualified teachers—this coupled with the lack of classrooms results in class sizes of up to 110, with 60 being the norm; 5) deteriorating student performance, most significantly in science, math and English; and 6) the need for quality assurance in teacher education institutions and for improved in-service training. 19
20. Computers The Infocomm Development Authority estimates that PC penetration in the Philippines is at 1.9/100 persons, while Internet penetration is at 6/100 persons (or 4,590,000 of the 76.5 million population) and that only 2% percent of schools nationwide have Internetaccess. Of the public secondary schools with Internet access, only 9% use the Internet forinstructional purposes. Furthermore, 44.5% of public secondary schools that use the Internet for instructional purposes only have one computer that can access the Internet. 20
21. About half of these schools access the Internet for an average of less than an hour per day. Most have a dial-up connection with a maximum speed of 56.6kbps. Connectivity adds great value to a school’s computer resources. With email and the Internet, teachers and students can, among other things, communicate and collaborate with peers, colleagues, and experts anytime, anywhere and can access a wealth of learning resources online. Whether or not a school has Internet access therefore is another indicator of how much technology is being used to enrich the learning process. 21
22. Only 13 out of the 100 respondent schools can access the Internet and even then only for a limited time and not exclusively for educational purposes. Of these schools, only nine and eight allow teachers and students, respectively, access to computers that can go online. Three schools dedicate internet time to administrative tasks while another has internet access only for the personal use of one of its staff. Only one school uses its internet time exclusively foreducational purposes. In most cases, Internet access is shared between administrative and educational use. 22
23. Respondents to a survey were asked to rank what they perceived to be the five biggest obstacles to their schools use of ICT for teaching and learning. Lack of enough computers is the single biggest obstacle according to the respondents. 23
24. Lack of enough technical support for operating and maintaining ICT resources and the lack of teacher training opportunities are considered barriers to change as well. So too are the lack of space for computers and the general lack of funds for operations, including maintenance of equipment, purchase of supplies, and electricity. 24
25. Schools with Internet access rarely employ a full-time information specialist who can provide support to teachers and students for online research. A member of the teaching staff, the principal or non-teaching administrator, or the computer coordinator performs this function for the school. Some schools provide no research support to their teachers and students at all. 25
26. When asked to recall the last time a computer in their school broke down and to estimate the amount of time it took for the computer to be repaired, respondents in 42% of the schools said that it took a month or more. 19% claimed that the computer has never been repaired. The two most common problems encountered by schools when computers or any hardware breaks down is first, the lack of funds to pay for the repairs and second, the absence of anyone in or near the school who has the expertise to diagnose and fix the problem. 26
27. Natural Disasters In the Philippines natural disasters are a real and recurring danger. The country is hit by frequent seismic activity and by around 20 tropical cyclones a year. Typhoons Ondoy and Pepeng, which struck in late 2009, were sharp reminders of the high exposure and vulnerability of the country to the devastation of natural disasters; directly affecting 9.3 million people and driving almost 500,000 more Filipinos into poverty. 27
28. The combined impact of the storms left almost 1000 dead, displaced millions of Filipinos, damaged thousands of homes and other infrastructure, and destroyed crops. The Philippines incurred a damage bill equivalent to 2.7% of GDP; a substantial set-back to the cause of Philippine development and undermined its progress towards the Millennium Development Goals. The Philippines is particularly vulnerable to the impacts of climate change. 28
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30. KAIBIGANFilipino American Student AssociationE-Mail: kaibigan@pdx.eduPhone: 503.725.2964Office: Smith Memorial Student Union, Rm M103Mailing Address: Student Activities and Leadership ProgramsPortland State UniversityP.O. Box 751 - SALPPortland, OR 97207-0751 30
31. Recycling for Disadvantaged Children175 North 13thSaint Helens OR, 97051(503)397-5844Email: recyclingforchildren@gmail.com Website: http://recyclingfordisadvantagedchildren.giving.officelive.com/ 31
32. 32 ReferencesMusic : Bring ME To Life by Various artist, A Tribute to EvanescenceADB Economics Working Paper Series(2008). Ex-ante Impact Evaluation of Conditional Cash Transfer Program on School Attendance and Poverty. The Case of the Philippines No. 142. Hyun H. Son and JhiedonFlorentinoAspen Institute’s Nonprofit Sector Research Fund. INDEPENDENT SECTOR. United Way of AmericaNational Information Technology Council, “IT21 Philippines: Asia’s Knowledge Center,” October 1997. Available online http://www.neda.gov.ph/Subweb/IT21/it21.pdf . Accessed on 20 August 2002.Castro, Lina V. OIC-Asst (2009). Secretary General National Statistical Coordination Board.Retrieved from: http://www.nscb.gov.ph/poverty/2006pov_asof%2025jun09/Final%20-%20presentation%20on%20the%202006%20basic%20sectors,%2025jun09.pdfEncyclopedia of the nations, Asia and the Pacific, Philippines (2008), Philippines Poverty and wealth, Retrieved From: http://www.nationsencyclopedia.com/economies/Asia-and-the-Pacific/Philippines-POVERTY-AND-WEALTH.htmlINCOME POVERTYAND INEQUALITYIN THE PHILIPPINES(2004).Mangahas The SWS Survey Time Series on PhilippineINFORMATION AND COMMUNICATION TECHNOLOGY USE IN PHILIPPINE PUBLIC AND PRIVATE SCHOOLS (2000). Ma. Mercedes T. Rodrigo. Department of Information Systems and Computer Science. Ateneo de Manila University, Quezon City
33. ReferencesMONITORING AND EVALUATION OF ICT IN EDUCATION PROJECTS. A Handbook for Developing Countries. Daniel A. Wagner Bob Day Tina James Robert B. Kozma Jonathan Miller Tim Unwin. www.infoDev.orgNational Statistics Office, Republic of the Philippines (NSO) (2009, May 12). National Statistics Office of the Republic of the Philippines. Retrieved May 12, 2009, from Census Web site: http://www.census.gov.ph/New technology effectively addresses lack of computers in public schools (2009).Rhodina J. Villanueva Poverty and Hunger, 1983–2003, paper presented at the BMZ/GTZ/CEPA/ADB Regional Conferenceon Poverty Monitoring in Asia, 24–26 March 2004, Manila, Philippines.PHILIPPINES CHILD LABOUR DATA COUNTRY BRIEF (2006).In international Labor Office Human Development Report. Human Development Indicator.Victoria L. Tinio (2002), Director for e-Learning, Information & Communication Survey of Technology Utilization in Philippine Public High Schools, Foundation for Information Technology Education and Development, Commissioned by theCenter of International Cooperation for Computerization, Government of Japan (March 2002)Victoria L. Tinio (2004 ), ICT INTEGRATION IN EDUCATION IN THE PHILIPPINESVICTORIA L. TINIO is Director for e-Learning of the Foundation for Information Technology Education and Development (FIT-ED), a non-profit organization based in Metro Manila, Philippines. 33