Literature review
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Education has always played an important role in human development. According to proposals from 1851 to present, more attention needs to be paid to moral and social education, especially in adolescence, to meet the needs of today's youth. Research has found that influences in society are affecting Trinidad and Tobago's youth development. Further research in 1965 explored reasons for educational failure beyond lack of intellectual ability. To improve student grades, teachers need to be more encouraging and make learning exciting for students.
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Educational philosophy - Education and Society
This document discusses education for the 21st century from a futuristic perspective and identifies related concerns and issues. It notes that the world is currently in a period of transition and that education will play a key role in shaping humanity's adaptation to a changing society and demands of the nuclear age. Some concerns it raises include universal education, equality of opportunity, decentralization of power, national integration, and establishing a classless society through education. It also outlines several goals for 21st century education like providing equality, liberty, justice and developing individuals' personalities, as well as focusing on science, adult education, and non-formal learning programs.
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Cheer try-outs for McGary Middle School will have an informational meeting on Monday, April 22nd from 3:00-4:00 PM in Mrs. Patchin's room (room 21). Students interested in trying out for cheerleading should attend the meeting with a parent or guardian to learn about what is required for try-outs.
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Πρόγραμμα e-Twinning ΣΤ’ τάξης 2013-14
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The document discusses different forms of government and their implications for education systems. It begins by defining autocracy as rule by one person with unlimited power, noting that autocratic school systems typically emphasize drill and obedience over initiative and criticism. It then discusses aristocracy as rule by the "best" citizens, oligarchy as rule by a small wealthy elite, and plutocracy as rule by the wealthy. Different examples are provided of countries that exhibit aspects of these forms of government. Democracy is discussed as freedom from restrictions, freedom to participate, sharing of purposes, respect for individual dignity, and equal treatment without expecting identical outcomes. The K+12 education reform in the Philippines is summarized as aiming to improve quality and prepare students for the future,
Education, Very Final
The article discusses the opportunity that Education Secretary Arne Duncan has to reform the American education system. Duncan sees the current economic crisis and national consensus for change as creating the perfect environment for significant education reform. Previous administrations focused more on elementary test scores, while Duncan wants to raise standards and graduation rates. However, experts question how the goals will be achieved and funded. The Obama administration believes education reform does not require major new legislation, but can be advanced through funding in the budget and using the bully pulpit. Duncan views the situation as an extraordinary chance to overhaul the uneven U.S. education system.
«Let’ s learn about our rights» (6)
The document discusses the importance and benefits of education. It states that education provides opportunities for employment, respect among colleagues, and contributes to a country's development. Education prepares individuals for the workforce, teaches them social values, and readies young people for adulthood and leadership roles. Additionally, the document outlines several facts about education worldwide, including statistics on children not enrolled in or dropping out of school, particularly in developing nations. It emphasizes that improving access to education, especially for women and girls, can help reduce poverty, disease transmission, and increase health and decision making. The key to addressing childhood illiteracy is establishing schools globally, ensuring children attend, banning child labor, and providing free education.
«Let’ s learn about our rights» (4)
Πρόγραμμα e-Twinning ΣΤ’ τάξης 2013-14
----------------------------------------------------------
Ιδιωτικό Δημοτικό Σχολείο "Ι.Μ.ΔΕΛΑΣΑΛ"
«Let’ s learn about our rights» (5)
This document discusses the right of all children to education. It asserts that every child has the right to be educated in order to develop their personality, talents, and abilities. Primary education must be free for all children. It notes that while 193 countries have ratified the Convention on the Rights of Children, not all honor this convention. Some problems that prevent children from accessing education include children not attending school, discrimination resulting in unequal chances, and lack of necessities like food, water, and healthcare. The conclusion restates that all children have the equal right to education and opportunities.
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Significance of Education in Producing Competitive Muslims
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Gender representations in educational materials chap9 thun2000
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A Review on the Growth of Adolescence and Education in Sri Lanka
A Review on the Growth of Adolescence and Education in Sri LankaResearch Publish Journals (Publisher)
This document provides a literature review on the growth of adolescence and education in Sri Lanka. It defines adolescence as the period between ages 10-19 based on WHO guidelines. Adolescence is divided into early (10-14) and late (15-19) stages. During early adolescence, physical and brain development occurs rapidly. Late adolescence involves continued physical development and enhanced analytical skills. The document also discusses factors that cause adolescent dropouts in urban Sri Lanka and the impact of dropouts on families and society. It analyzes strategies for providing continuous education to improve outcomes.Spring Revised Thesis Proposal rewrite
The document is a 2015 honors thesis proposal by Zachary Kopkin that examines the role of education in development discourse and its impact on children's lives in Uganda. It discusses how development constructs identities that portray people in developing nations as lacking. While education is seen as key to improving lives, it also risks reinforcing oppression by shaping identities according to dominant ideologies. The proposal aims to critically analyze the historical construction of educational strategies and development discourse in Uganda, and explore how education both empowers and limits opportunities for Ugandan children.
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The document outlines the Global Education First Initiative by the UN Secretary-General which aims to ensure quality, relevant and transformative education for all. It discusses the current state of global education, highlighting that 61 million children are still not in school. The initiative will rally actors to deliver universal primary education by 2015, improve learning quality, and foster global citizenship through education. It identifies the key barriers to education as costs, lack of classrooms, and humanitarian crises.
Education
This document discusses the importance and types of education. It states that education is meant to draw out the best in people's body, mind, and spirit. Education is important for developing the ability to differentiate between right and wrong and for empowering women, as educating women can benefit families and society. The document also discusses how society and education influence each other, as well as India's constitutional provisions around education and challenges in modernizing and achieving quality education.
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Assessing socio-cultural factors affecting integration of Almajiris into for...
Assessing socio-cultural factors affecting integration of Almajiris into for...Journal of Education and Learning (EduLearn)
This study investigated the socio-cultural factors affecting integration into
the formal education system in Katsina State, Nigeria. Descriptive survey
design was adopted for this study. There were 653 Almajiris purposively
selected from twelve Almajiris schools in Katsina State. A researcherdesigned
questionnaire
titled: ‘‘Almajiris socio-cultural factors
questionnaire’’ (ASCFQ) with test-retest reliability coefficient of 0.88 was
used to collect data for the study. Analysis of data was carried out using
frequencies and percentages. Findings revealed that most parents abandon
their children in these informal Arabic schools. Most Almajiris (603, that is
92.3%) responded that their Mallams (Teachers) do not feed them. Therefore,
the only means of survival is through begging and doing menial jobs. Based
on these findings, it is recommended that all the identified socio-economic
factors affecting the integration of Almajiris into the formal education system
should be addressed by the government. This can be done through public
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Population education has a relatively short history beginning in the 1940s when advocates called for its inclusion in school curriculums to raise awareness of overpopulation issues. International organizations like UNESCO also emphasized the need for population education to promote sustainable development. The purpose of population education is to help students understand the impacts of population change and develop decision-making skills to improve family and community well-being. It provides knowledge and aims to change attitudes about population issues.
Chapter OneT h e S o c i a l C o n t e x t o fA d u l.docx
Chapter One
T h e S o c i a l C o n t e x t o f
A d u lt L e a r n i n g
Learning, even self-directed learning, rarely occurs “in splendid
isolation from the world in which the learner lives; . . . it is inti-
mately related to that world and affected by it” (Jarvis, 1987, p. 11).
What one wants to learn, what is offered, and the ways in which
one learns are determined to a large extent by the nature of the
society at any particular time. Contrast the young male apprentice
of colonial times learning to be a blacksmith with today’s middle-
aged woman learning a new software program, or the preparation
needed to become a medical doctor at the turn of the twentieth
century—less than a high school diploma—with today’s long and
specialized training.
It can also be argued that the nature of society at any particu-
lar point in time determines the relative emphasis placed on adult
learning. In preindustrial societies, the rate of change was such that
what a person needed to know to function as an adult could be
learned in childhood. In societies hurrying to catch up, however,
and in our own society with its accelerated rate of change, the
urgency of dealing with social realities is felt by adults. Society no
longer has the luxury of waiting for its youth. As Belanger (1996)
notes, “The question is no longer whether adult learning is
needed, and how important it is. The issue today is how to respond
to this increasing and diversified demand, how to manage this
explosion” (p. 21). Youth, in fact, “who are sent out into life with
a dwindling sackful of values, . . . face a situation in which they have
to keep filling up their sack. This leads adult education to take ‘life-
long learning’ as its motto.” Further, “the hole in the ozone layer
5
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Copyright © 2006 John Wiley & Sons
provides the stimulus for courses to which people turn for advice,
mad cow disease pushes up the numbers attending vegetarian
cooking courses, and backache creates a need for posture classes”
(Geissler, 1996, pp. 35–36).
While adult education is responsive to the context in which it
takes place, it also in turn affects that same context. Take, for exam-
ple, enormous changes in our society brought on by computer
technology. Auto mechanics must now be trained to diagnose
engine problems using computers; you can save time at the local
grocery by doing your own scanning, bagging, and checkout all by
computer; airline boarding passes can be accessed at home; and
so on. Adult education has responded to this computerization of
our world by offering courses—courses where we can learn this
technology so that we can better function in our digital environ-
ment. But the fact that millions of adults have become computer
literate interacts with our environment in that we now expect to use
our skills in an ever-widening range of applications—forcing insti-
tutions and agencies to adopt and expand these technologies.
Although the preced ...
The Impact of Girl-Child Education on Community Development: A Study of Ika L...
This research work investigated the impact of Girl-Child Education on Community Development with
focus on Ika Local Government Area of Akwa Ibom State. The specific objectives of the study are to identify the
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education in the aforementioned area and to examine how social, economic and political development affects
Girl-Child Education in Ika Local Government Area of Akwa Ibom State. The total population for this study is
39,500 and the sample size of three hundred and ninety five (395) persons from the selected communities i.e.
Ikot Inyang Udo, Ikot Akata, Urua Inyang, Ikot Oyo and Ikot Okon were drawn. The study adopted a descriptive
survey design and data were analysed using the chi-square (X2
) statistic at 0.05 level of significance. It was
found among other things that Girl-Child Education helps in Community Development and the factors militating
against girl-child education were culture and poverty level of the people. Based on the findings, the following
recommendations were made; the society should stop the discrimination of the girl-child in the provision of
education, also that government should make policy statements that will make the education of the girl child
legal and compulsory.
History of Youth Work
Filip Coussée on the history of youth work. Presentation at the M.A. EYS Short Course in February 2011.
Adult and non formal education in the global context.
This document summarizes an article on adult and non-formal education in a global context. It begins by defining key concepts such as what constitutes an adult and definitions of adult and non-formal education. It then explores how adult education is framed globally through initiatives like the Dakar Framework and Millennium Development Goals. International agencies supporting adult education, like UNESCO, UNICEF, UNDP are also discussed. Finally, it suggests developing countries increase funding for adult education, international agencies strengthen advocacy, and increased research to further enhance adult and non-formal education programs worldwide.
Disabling the Education System A Case of Zimbabwe’s Mental Genocide
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.
Dnc times-june-2016-education-min
This document discusses the importance and impact of education. It notes that while literacy rates in India have increased, the quality of education and its ability to kindle critical thinking skills are lacking. Formal education systems often focus more on rote learning and filling students with information rather than empowering them or developing higher-order skills. True education should ignite a flame of critical thinking within students and empower them to better society. More work still needs to be done to improve access to quality education for all, regardless of caste, class or gender. Education is a powerful tool for social change and development when done effectively.
Redefining Education in America Cultivating Ethical & Moral Leadership
This document discusses the need to redefine American public education by integrating moral and ethical teachings from Eastern philosophies like Buddhism and Confucianism. It argues that the current education system focuses too much on training students for jobs and the economy, rather than cultivating qualities like compassion and wisdom. Incorporating mindfulness practices and principles from great historical teachers could help address issues facing today's students and society. The document provides numerous examples and studies supporting the benefits of teaching mindfulness and moral philosophy in schools. It asserts that reorienting education in this way would better prepare students for the complex problems of the modern world.
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1. Education plays a vital role in uplifting society and is essential for individual success and empowerment. It fosters knowledge, awareness, innovation and self-reliance.
2. Lack of access to education has severe consequences, including lack of representation, unemployment, exploitation, difficulty raising children, and poverty. Over 72 million children and 759 million adults worldwide lack basic education.
3. Investing in education, especially for women and girls, is critical for developing modern societies and dispelling harmful beliefs. It leads to increased earnings, better health, longer lives, and a more comfortable existence.Empowering Youth
Youth unemployment and underemployment remain disproportionately high globally despite economic growth. Over the next decade, 1.2 billion young people will enter the global labor market, requiring efficient policies to tackle structural unemployment and create opportunities. Education is critical to developing a skilled workforce for interconnected economies, but new strategies are needed to prepare youth for future challenges through education and training. The document discusses dimensions of the issue including education, youth unemployment, gender differences, urban migration, and international migration.
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The document discusses the purpose of education from various perspectives over time. It begins by discussing ancient philosophers' views that education should develop good citizens trained in their duties. It then discusses modern views that education focuses on skills, employment, and money. However, education systems do not fully develop well-rounded individuals. The document concludes that while skills are important, the primary purpose of education should be developing students' character and ability to contribute to society.
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1) Education plays a major role in socio-economic development by enhancing opportunities for income, living standards, and social development. Higher levels of education lead to greater economic output, employment, health, and social structures.
2) There is a close relationship between education levels and GDP. Higher levels of education are associated with higher incomes and allow people to benefit from and contribute to scientific advances.
3) Education is necessary to lift people out of poverty and enable access to higher-wage jobs that now require at least an associate's degree. It builds human capital and leads to social and economic benefits.
International Commission on Education for Twenty First Century
The International Commission on Education for the 21st Century, headed by Jacques Delors, published the report "Learning: The Treasure Within" in 1996 which recommended education should focus on four pillars: learning to know, learning to do, learning to live together, and learning to be. The report emphasized that education has a fundamental role in fostering human development and reducing issues like poverty, inequality, and conflict between groups. It also stressed the importance of lifelong learning and international cooperation to address tensions arising from issues of globalization, tradition versus modernity, and balancing long and short-term goals.
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A Review on the Growth of Adolescence and Education in Sri Lanka
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Literature review
- 1. LITERATURE REVIEW Education has always been and will always be an important aspect of human life. Education was encouraged since slavery days. According to “LORD HARRIS’S” proposals (1851 to present), “It argues that much more attention needs to be paid to moral and social education –especially at the secondary stage, at the age of adolescence, in order to come anywhere near meeting the needs of our young people today”. Today our youths are bombarded by all the influences in society which is affecting the growth and equilibrium of our country. The effects on the children of Trinidad and Tobago are reflected in this extract from the “Report of the Ontario Provincial Committee on the aims and objectives of education in Ontario, (1968). In recent times, further research has been done to discover the reasons for “FAILURE”. According to CAMRAL MUDDEEN (1965), research has been done to find out the causes, other than lack of intellectual ability, of failure. Education is the social institution guiding a society’s transmission of knowledge-including basic facts, job skills and also cultural norms and values to its members. Education prepares youths for the future. To improve the grades of students today, teachers need to be more willing and encouraging and exciting when they teach. A child at the age of “nine”, us