Education is not just numbers and tests, but neither are cement and bricks. It must be the communion of interests of a society and the ability to adapt to future challenges.
"Parental Involvement in School Education. The Best Practice Review" is the first final product of the project "SEE-ME Enhancing Parents Involvement in School Education".
The IMPACT afterschool program is designed for middle school youth in grades 5-8. The main goals are to engage students and promote positive youth development through activities exploring science, technology, art, athletics and community service. Students will select individual and group activities utilizing the campus facilities like the gym, art studios, and playground. The program aims to inspire students to build social ties, foster responsibility, and develop interests while making time for homework. It will operate Monday through Friday from 3-6pm at the Stonington Community Center for students from Pawcatuck and Mystic Middle Schools.
Prof. Dr. Abdullatif Abuhijleh gave a speech at the UNIMED General Assembly 2019 hosted by Link Campus University in Rome. He discussed the importance of integrating humanities, basic sciences, and social sciences into university education to prepare students for careers and civic life. He argued students need broad and interdisciplinary education to develop critical thinking skills and the ability to separate facts from biases. At Birzeit University, they have introduced cultural studies courses and unique interdisciplinary programs combining insights from humanities and social sciences to study issues in fields like public health. Overall, he called for a more integrative educational model that provides skills in both basic sciences and social sciences to ensure a fair future for youth in the region
This document discusses issues with education in Nigeria and proposes solutions. It argues that Nigeria's education system is facing problems due to lack of infrastructure and a poor reading culture in society. Merely building more classrooms will not solve the problems, as the societal views around education need to change.
It proposes three initiatives to address the issues: 1) Conceptualized learning, which involves making learning more engaging for students by incorporating visual elements, themes and real-world examples. 2) Rebranding the teaching profession to attract better candidates and improve teacher training. 3) Effective mass mobilization campaigns to change societal attitudes towards the value of education. These soft solutions aim to shift mindsets and make learning more appealing in order
The Imperative To Reenergize The University In Service To Societynoblex1
Today, it is no secret that our colleges and universities are beset by an array of problems, new to most of us: chronic shortages of funds, coupled with soaring fees and public resistance to higher taxes; new skepticism from members of the "attentive public" about our productivity, accompanied by hard questions about research and tenure; an academic culture that appears to measure excellence by scholarly citations and the number of doctoral candidates, not minds opened or the needs of undergraduates; vigorous new competitors in the academic market, ready and eager to provide services we have ignored; and sharp conflict among faculty, administrators, and other leaders about which of these problems need immediate attention and how to address them.
To add to our difficulties, one of the nation's great strengths, its cultural, racial, and ethnic diversity, has been unscrupulously used to open old wounds in our national life, encourage hostility to immigrants, and create new divisions on our campuses - in the process placing many new burdens on our institutions and the people in them.
All of those challenges will be difficult to address and solve. Some may prove intractable, no matter how good our intentions. Nonetheless, university presidents and their allies - trustees, faculty leaders, the business community, and others - must point people in the right direction and make a start down the road.
We have no crystal ball and we do not know what the future holds. But among the many issues deserving attention it seems to us that five lie at the heart of the task before us.
1. The Student Experience.
With the value system favoring research and graduate studies firmly entrenched in American universities, undergraduates too often become at best a responsibility, at worse an afterthought. We find that observation too close to the truth for comfort. Just as we can help reinvigorate undergraduate preparation at research universities, both public and private, we can make a useful contribution by again placing the centrality of the student experience - graduate and undergraduate, fulltime and parttime, traditional and nontraditional - at the top of our institutions' agendas. Polls indicate the American people place a high value on our research. They appreciate our outreach and service. But they support us because we have historically provided unprecedented access to high quality, affordable education. We cannot disappoint them in this expectation and depend on their continued goodwill.
2. Access.
This public expectation points us to the second major issue we must address, access. Access has been the hallmark of our institutions in the past; despite the financial pressures all of us face, maintaining access must be our major priority in the future.
Source: https://ebookschoice.com/the-imperative-to-re-energize-the-university-in-service-to-society/
The document discusses modern trends in curriculum including electronic education, technical literacy, environmental education, health education and physical fitness, interest-driven curriculum, and skills-oriented curriculum. It notes that curriculum must consider student needs and interests. New trends incorporate more technology, environmental issues, health and wellness, and focus on developing practical skills like collaboration, problem solving, and communication that are useful in students' lives and careers. The emerging curriculum aims to be more interdisciplinary and holistic rather than compartmentalized into separate subjects.
Education policy governs education systems and can affect people's education at all ages. It includes debates around issues like school size, curriculum content, and teaching methods. Education policy analysis studies these issues to understand the purpose of education and how to measure its success. The document discusses how education transmits a society's values and knowledge from one generation to the next through both formal schooling and informal learning from adults. It also summarizes Pakistan's 1979 National Education Policy, which aimed to promote Islamic values and universal literacy, and proposed reforms like merging religious and modern education.
The Evolution and Importance of Education for Youthhussanisoyat
Education is one of the most fundamental pillars of a prosperous society. It is a powerful tool for personal and societal growth, providing young people with the knowledge, skills, and values necessary to navigate and contribute to the world around them.
"Parental Involvement in School Education. The Best Practice Review" is the first final product of the project "SEE-ME Enhancing Parents Involvement in School Education".
The IMPACT afterschool program is designed for middle school youth in grades 5-8. The main goals are to engage students and promote positive youth development through activities exploring science, technology, art, athletics and community service. Students will select individual and group activities utilizing the campus facilities like the gym, art studios, and playground. The program aims to inspire students to build social ties, foster responsibility, and develop interests while making time for homework. It will operate Monday through Friday from 3-6pm at the Stonington Community Center for students from Pawcatuck and Mystic Middle Schools.
Prof. Dr. Abdullatif Abuhijleh gave a speech at the UNIMED General Assembly 2019 hosted by Link Campus University in Rome. He discussed the importance of integrating humanities, basic sciences, and social sciences into university education to prepare students for careers and civic life. He argued students need broad and interdisciplinary education to develop critical thinking skills and the ability to separate facts from biases. At Birzeit University, they have introduced cultural studies courses and unique interdisciplinary programs combining insights from humanities and social sciences to study issues in fields like public health. Overall, he called for a more integrative educational model that provides skills in both basic sciences and social sciences to ensure a fair future for youth in the region
This document discusses issues with education in Nigeria and proposes solutions. It argues that Nigeria's education system is facing problems due to lack of infrastructure and a poor reading culture in society. Merely building more classrooms will not solve the problems, as the societal views around education need to change.
It proposes three initiatives to address the issues: 1) Conceptualized learning, which involves making learning more engaging for students by incorporating visual elements, themes and real-world examples. 2) Rebranding the teaching profession to attract better candidates and improve teacher training. 3) Effective mass mobilization campaigns to change societal attitudes towards the value of education. These soft solutions aim to shift mindsets and make learning more appealing in order
The Imperative To Reenergize The University In Service To Societynoblex1
Today, it is no secret that our colleges and universities are beset by an array of problems, new to most of us: chronic shortages of funds, coupled with soaring fees and public resistance to higher taxes; new skepticism from members of the "attentive public" about our productivity, accompanied by hard questions about research and tenure; an academic culture that appears to measure excellence by scholarly citations and the number of doctoral candidates, not minds opened or the needs of undergraduates; vigorous new competitors in the academic market, ready and eager to provide services we have ignored; and sharp conflict among faculty, administrators, and other leaders about which of these problems need immediate attention and how to address them.
To add to our difficulties, one of the nation's great strengths, its cultural, racial, and ethnic diversity, has been unscrupulously used to open old wounds in our national life, encourage hostility to immigrants, and create new divisions on our campuses - in the process placing many new burdens on our institutions and the people in them.
All of those challenges will be difficult to address and solve. Some may prove intractable, no matter how good our intentions. Nonetheless, university presidents and their allies - trustees, faculty leaders, the business community, and others - must point people in the right direction and make a start down the road.
We have no crystal ball and we do not know what the future holds. But among the many issues deserving attention it seems to us that five lie at the heart of the task before us.
1. The Student Experience.
With the value system favoring research and graduate studies firmly entrenched in American universities, undergraduates too often become at best a responsibility, at worse an afterthought. We find that observation too close to the truth for comfort. Just as we can help reinvigorate undergraduate preparation at research universities, both public and private, we can make a useful contribution by again placing the centrality of the student experience - graduate and undergraduate, fulltime and parttime, traditional and nontraditional - at the top of our institutions' agendas. Polls indicate the American people place a high value on our research. They appreciate our outreach and service. But they support us because we have historically provided unprecedented access to high quality, affordable education. We cannot disappoint them in this expectation and depend on their continued goodwill.
2. Access.
This public expectation points us to the second major issue we must address, access. Access has been the hallmark of our institutions in the past; despite the financial pressures all of us face, maintaining access must be our major priority in the future.
Source: https://ebookschoice.com/the-imperative-to-re-energize-the-university-in-service-to-society/
The document discusses modern trends in curriculum including electronic education, technical literacy, environmental education, health education and physical fitness, interest-driven curriculum, and skills-oriented curriculum. It notes that curriculum must consider student needs and interests. New trends incorporate more technology, environmental issues, health and wellness, and focus on developing practical skills like collaboration, problem solving, and communication that are useful in students' lives and careers. The emerging curriculum aims to be more interdisciplinary and holistic rather than compartmentalized into separate subjects.
Education policy governs education systems and can affect people's education at all ages. It includes debates around issues like school size, curriculum content, and teaching methods. Education policy analysis studies these issues to understand the purpose of education and how to measure its success. The document discusses how education transmits a society's values and knowledge from one generation to the next through both formal schooling and informal learning from adults. It also summarizes Pakistan's 1979 National Education Policy, which aimed to promote Islamic values and universal literacy, and proposed reforms like merging religious and modern education.
The Evolution and Importance of Education for Youthhussanisoyat
Education is one of the most fundamental pillars of a prosperous society. It is a powerful tool for personal and societal growth, providing young people with the knowledge, skills, and values necessary to navigate and contribute to the world around them.
Preparing Pupils for a Changing Planet: learner empowerment and cultural comp...Alan Bruce
The document discusses innovative educational practices at Platon School in Greece to prepare students for a changing world. It emphasizes learner empowerment through developing self-knowledge, communication skills, decision-making, and personal learning goals. Platon School has restructured its curriculum using technology and creative methods to equip students with skills to make informed decisions and think autonomously and collaboratively. The school collaborates internationally and focuses on learning goals over rigid methods.
This document discusses the opportunities and challenges of using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. It notes that while ICT provides new opportunities for distance learning and access to information, developing countries face challenges in infrastructure access and adapting traditional education systems. The key opportunities for ICT include computer-assisted learning, internet/intranet access, education management systems, and supporting distance/lifelong learning. However, simply incorporating new technologies may not be enough without also changing attitudes and preparing institutions for a knowledge-based society.
This document discusses the opportunities and challenges of using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. It notes that while ICT provides new opportunities for distance learning and access to information, developing countries face challenges in infrastructure access and adapting traditional education systems. The key opportunities for ICT include computer-assisted learning, internet/intranet access, education management systems, and supporting distance/lifelong learning. However, simply incorporating new technologies may not be enough without also changing attitudes and preparing institutions for a knowledge-based society.
This document discusses the opportunities and challenges of using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. It notes that while ICT provides new opportunities for distance learning and access to information, developing countries face challenges in infrastructure access and adapting traditional education systems. The key opportunities for ICT include computer-assisted learning, internet/intranet access, education management systems, and supporting distance/lifelong learning. However, simply incorporating new technologies may not be enough without also changing attitudes and preparing institutions for a knowledge-based society.
This document discusses the opportunities and challenges of using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. It notes that while ICT provides new opportunities for distance learning and access to information, developing countries face challenges in infrastructure access and adapting traditional education systems. The key opportunities for ICT include computer-assisted learning, internet/intranet access, education management systems, and supporting distance/lifelong learning. However, simply incorporating new technologies may not be enough without also changing attitudes and preparing institutions for a knowledge-based society.
This document discusses the opportunities and challenges of using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. It notes that while ICT provides new opportunities for distance learning and access to information, developing countries face challenges in infrastructure access and adapting traditional education systems. The key opportunities for ICT include computer-assisted learning, internet/intranet access, education management systems, and supporting distance/lifelong learning. However, simply incorporating new technologies may not be enough without also changing attitudes and preparing institutions for a knowledge-based society.
This document discusses the opportunities and challenges of using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. It notes that while ICT provides new opportunities for distance learning and access to information, developing countries face challenges in infrastructure access and adapting traditional education systems. The key opportunities for ICT include computer-assisted learning, internet/intranet access, education management systems, and supporting distance/lifelong learning. However, simply incorporating new technologies may not be enough without also changing attitudes and preparing institutions for a knowledge-based society.
The document discusses the opportunities and challenges of using information and communication technologies (ICT) in education. It notes that ICT is changing the nature of learning and teaching by enabling new models beyond traditional classroom settings. However, developing countries face tremendous challenges in accessing communication technologies. Educating citizens in a knowledge society requires preparing them to use computers and developing strong computer/ICT education programs. The challenges of applying ICT in higher education include balancing access with efficiency, and political pressures with quality. Schools and universities have been slow to adopt new practices and technologies. Overall, while ICT holds potential, developing nations must address issues of resources, infrastructure, and reforming education systems to fully leverage technological opportunities.
This document discusses opportunities and challenges for using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. There are four key areas for ICT application: 1) ICT-mediated learning, 2) Internet/intranet access, 3) education management information systems, and 4) distance/lifelong learning support. While ICT provides opportunities to improve and expand education, challenges include lack of infrastructure, resources, and readiness for technological and educational change. Overcoming these challenges could help developing countries better educate their populations and advance socioeconomic development.
This document discusses opportunities and challenges for using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. There are four key areas for ICT application: 1) ICT-mediated learning, 2) Internet/intranet access, 3) education management information systems, and 4) distance/lifelong learning support. While ICT provides opportunities to improve and expand education, challenges include lack of infrastructure, resources, and readiness for technological and educational change. Overcoming these challenges could help developing countries better educate their populations and advance socioeconomic development.
This document discusses opportunities and challenges for using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. Key opportunities include using ICT to support distance learning and lifelong learning, as well as for education management systems. However, there are also significant challenges, such as lack of infrastructure, resources, and resistance to new technologies. Overall, the document argues that ICT could help address education issues, but only if countries make meaningful investments and prepare their education systems and populations for technological change.
Inclusive education has begun to be addressed within the context of the broader international
debate on “Education for All” (EFA), a debate launched at the World Conference held in 1990 in Jomtien,
Thailand. From Jomtien until today, thinking has evolved from the almost symbolic presence of special
educational needs in the initial documentation, towards the recognition that inclusion must be a fundamental
principle of the EFA movement as a whole. Within this process, the contribution of the Salamanca Declaration
on Special Educational Needs: Access and quality (Unesco, 1994) stands out, from which the concept of
educational inclusion emerges strongly. Thereafter thescope and perspectives of inclusive education has been
based on the idea that all children and young people have the right to a quality education with equivalent
learning opportunities, regardless of their social and cultural background and their differences in skills and
abilities (OIE -UNESCO, 20 08)
DUE 5-13-15 NO plagiarismEducation Please respond to the fo.docxjacksnathalie
DUE 5-13-15 NO plagiarism
“Education" Please respond to the following:
Based on the Webtext materials and article below, address the following Western models of education clearly are not working in the developing world.
· 1. Outline, then, the most significant obstacles to obtaining an education in these countries.
· 2. Secondly, aside from the obvious solution of building more schools, what can government do to help their people escape poverty through education?Stanford Social Innovation Review
Stanford SOCIAL INNOVATION
Review
Redefining Education in the Developing World
By Mark J. Epstein & Kristi Yuthas | Winter 2012
In most developing countries, few children graduate from secondary school and many don’t even finish primary school. In Ghana, for example, only 50 percent of children complete grade 5, and of those, less than half can comprehend a simple paragraph. The UNESCO program Education for All, which as part of the Millennium Development Goals aims to provide free, universal access to primary schooling, has been successful in dramatically increasing enrollment. But, according to annual Education for All reports, many kids drop out before finishing school. Why don’t they stay?
There are numerous reasons, including the difficulty of getting to school and the cost of schooling. Even when tuition is free, there are often expenses for lunch, uniforms, and examination fees. And because the quality of education is often poor, parents are forced to pay for additional tutoring to enable their children to pass tests. Opportunity costs may be even larger — while they are in school, children forgo opportunities to produce income working on the family farm or selling in the marketplace. It is not surprising that when education investments do not result in adequate learning, or even basic literacy and numeracy, parents do not keep their children in school.
Even when learning outcomes are adequate, very few students continue on to secondary school. Job prospects for most people in the developing world are poor, and staying in school past grade 5, or even through grade 10, does not improve them significantly. In impoverished regions, the vast majority will not secure formal employment and will be supported primarily through subsistence level agriculture and trading. Health outcomes in these regions are also dire. Millions of children die every year from controllable diseases such as diarrhea, respiratory infections, and malaria.
Educational programs typically adopt traditional Western models of education, with an emphasis on math, science, language, and social studies. These programs allocate scarce resources to topics like Greek mythology, prime numbers, or tectonic plate movement — topics that may provide intellectual stimulation, but have little relevance in the lives of impoverished children. High performing students in less developed regions face a much different future from their counterparts’ in wealthier areas. There are no hig ...
1) The article discusses whether education for self-reliance remains relevant in Tanzania today given changes to the education system and curriculum over time.
2) It describes how the education system under education for self-reliance emphasized practical skills, linking education to students' future lives and work, but that now the focus is more on theoretical academics and passing exams.
3) Parents and others interviewed expressed that current education is not as useful for students' lives after school compared to education for self-reliance, but others say the goals are still relevant if challenges in implementation can be addressed.
The document discusses the responsibilities of higher education, particularly Catholic higher education, in response to the challenges of globalization. It argues that universities must equip students with the knowledge and skills to address issues of poverty, development, and social justice in a globalized world. Catholic universities have a unique role to play in promoting humanistic education, interreligious dialogue, and the Church's evangelizing mission through their teaching, research, and community outreach.
This document discusses the importance of education and making the right career choices. It makes three key points:
1) Education is about more than just learning - it should help students develop social skills and the right attitudes to become productive citizens. Both parents and teachers have important roles to play.
2) As the global economy changes, more private investment is needed in education to provide opportunities for students in fields like STEM, management, and entrepreneurship.
3) Students need guidance from parents and teachers to choose careers based on their passions and strengths, not just to get government jobs. With limited jobs, entrepreneurship is important to be self-reliant.
Education Please respond to the following· Based on the Webte.docxjack60216
"Education" Please respond to the following:
· Based on the Webtext materials and article below, address the following
· Western models of education clearly are not working in the developing world.
· 1. Outline, then, the most significant obstacles to obtaining an education in these countries.
· 2. Secondly, aside from the obvious solution of building more schools, what can government do to help their people escape poverty through education?DUE 5-9-15Stanford Social Innovation Review
Stanford SOCIAL INNOVATION
Review
Redefining Education in the Developing World
By Mark J. Epstein & Kristi Yuthas | Winter 2012
In most developing countries, few children graduate from secondary school and many don’t even finish primary school. In Ghana, for example, only 50 percent of children complete grade 5, and of those, less than half can comprehend a simple paragraph. The UNESCO program Education for All, which as part of the Millennium Development Goals aims to provide free, universal access to primary schooling, has been successful in dramatically increasing enrollment. But, according to annual Education for All reports, many kids drop out before finishing school. Why don’t they stay?
There are numerous reasons, including the difficulty of getting to school and the cost of schooling. Even when tuition is free, there are often expenses for lunch, uniforms, and examination fees. And because the quality of education is often poor, parents are forced to pay for additional tutoring to enable their children to pass tests. Opportunity costs may be even larger — while they are in school, children forgo opportunities to produce income working on the family farm or selling in the marketplace. It is not surprising that when education investments do not result in adequate learning, or even basic literacy and numeracy, parents do not keep their children in school.
Even when learning outcomes are adequate, very few students continue on to secondary school. Job prospects for most people in the developing world are poor, and staying in school past grade 5, or even through grade 10, does not improve them significantly. In impoverished regions, the vast majority will not secure formal employment and will be supported primarily through subsistence level agriculture and trading. Health outcomes in these regions are also dire. Millions of children die every year from controllable diseases such as diarrhea, respiratory infections, and malaria.
Educational programs typically adopt traditional Western models of education, with an emphasis on math, science, language, and social studies. These programs allocate scarce resources to topics like Greek mythology, prime numbers, or tectonic plate movement — topics that may provide intellectual stimulation, but have little relevance in the lives of impoverished children. High performing students in less developed regions face a much different future from their counterparts’ in wealthier areas. There are no higher levels ...
The Evolution of Education: Adapting Schools for the 21st Centuryhussanisoyat
The landscape of education is rapidly evolving in response to the changing needs of the 21st century. As we embrace technological advancements, globalization, and shifting societal dynamics, the traditional model of education is being reimagined to better prepare students for the challenges and opportunities of the modern world.
Unlocking Potential: The Transformative Power of Educationanwarkhan45314
Education is more than just a process of acquiring knowledge; it is the key to unlocking human potential and shaping the future of societies. From ancient civilisations to modern nations, the transformative power of education has been evident in driving progress, fostering innovation, and empowering individuals to lead fulfilling lives.
Educational developments, patterns, trends, options and objectives as they relate to young people are the focus of this chapter. An evidence-based overview presents the challenges and inequalities faced in different contexts, with attention given to the invisibility of youth as a statistical category, comparisons between developed and developing countries, the gender gap, and deficiencies and requirements with respect to “old” and “new” literacy. Educational achievements and goals are addressed within the “Education for All” framework. The chapter repeatedly emphasizes the importance of relying on multiple pedagogies and approaches-including formal, non-formal and distance education- in achieving worldwide educational objectives.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Preparing Pupils for a Changing Planet: learner empowerment and cultural comp...Alan Bruce
The document discusses innovative educational practices at Platon School in Greece to prepare students for a changing world. It emphasizes learner empowerment through developing self-knowledge, communication skills, decision-making, and personal learning goals. Platon School has restructured its curriculum using technology and creative methods to equip students with skills to make informed decisions and think autonomously and collaboratively. The school collaborates internationally and focuses on learning goals over rigid methods.
This document discusses the opportunities and challenges of using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. It notes that while ICT provides new opportunities for distance learning and access to information, developing countries face challenges in infrastructure access and adapting traditional education systems. The key opportunities for ICT include computer-assisted learning, internet/intranet access, education management systems, and supporting distance/lifelong learning. However, simply incorporating new technologies may not be enough without also changing attitudes and preparing institutions for a knowledge-based society.
This document discusses the opportunities and challenges of using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. It notes that while ICT provides new opportunities for distance learning and access to information, developing countries face challenges in infrastructure access and adapting traditional education systems. The key opportunities for ICT include computer-assisted learning, internet/intranet access, education management systems, and supporting distance/lifelong learning. However, simply incorporating new technologies may not be enough without also changing attitudes and preparing institutions for a knowledge-based society.
This document discusses the opportunities and challenges of using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. It notes that while ICT provides new opportunities for distance learning and access to information, developing countries face challenges in infrastructure access and adapting traditional education systems. The key opportunities for ICT include computer-assisted learning, internet/intranet access, education management systems, and supporting distance/lifelong learning. However, simply incorporating new technologies may not be enough without also changing attitudes and preparing institutions for a knowledge-based society.
This document discusses the opportunities and challenges of using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. It notes that while ICT provides new opportunities for distance learning and access to information, developing countries face challenges in infrastructure access and adapting traditional education systems. The key opportunities for ICT include computer-assisted learning, internet/intranet access, education management systems, and supporting distance/lifelong learning. However, simply incorporating new technologies may not be enough without also changing attitudes and preparing institutions for a knowledge-based society.
This document discusses the opportunities and challenges of using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. It notes that while ICT provides new opportunities for distance learning and access to information, developing countries face challenges in infrastructure access and adapting traditional education systems. The key opportunities for ICT include computer-assisted learning, internet/intranet access, education management systems, and supporting distance/lifelong learning. However, simply incorporating new technologies may not be enough without also changing attitudes and preparing institutions for a knowledge-based society.
This document discusses the opportunities and challenges of using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. It notes that while ICT provides new opportunities for distance learning and access to information, developing countries face challenges in infrastructure access and adapting traditional education systems. The key opportunities for ICT include computer-assisted learning, internet/intranet access, education management systems, and supporting distance/lifelong learning. However, simply incorporating new technologies may not be enough without also changing attitudes and preparing institutions for a knowledge-based society.
The document discusses the opportunities and challenges of using information and communication technologies (ICT) in education. It notes that ICT is changing the nature of learning and teaching by enabling new models beyond traditional classroom settings. However, developing countries face tremendous challenges in accessing communication technologies. Educating citizens in a knowledge society requires preparing them to use computers and developing strong computer/ICT education programs. The challenges of applying ICT in higher education include balancing access with efficiency, and political pressures with quality. Schools and universities have been slow to adopt new practices and technologies. Overall, while ICT holds potential, developing nations must address issues of resources, infrastructure, and reforming education systems to fully leverage technological opportunities.
This document discusses opportunities and challenges for using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. There are four key areas for ICT application: 1) ICT-mediated learning, 2) Internet/intranet access, 3) education management information systems, and 4) distance/lifelong learning support. While ICT provides opportunities to improve and expand education, challenges include lack of infrastructure, resources, and readiness for technological and educational change. Overcoming these challenges could help developing countries better educate their populations and advance socioeconomic development.
This document discusses opportunities and challenges for using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. There are four key areas for ICT application: 1) ICT-mediated learning, 2) Internet/intranet access, 3) education management information systems, and 4) distance/lifelong learning support. While ICT provides opportunities to improve and expand education, challenges include lack of infrastructure, resources, and readiness for technological and educational change. Overcoming these challenges could help developing countries better educate their populations and advance socioeconomic development.
This document discusses opportunities and challenges for using information and communication technologies (ICT) in education, particularly in developing countries like Ethiopia. Key opportunities include using ICT to support distance learning and lifelong learning, as well as for education management systems. However, there are also significant challenges, such as lack of infrastructure, resources, and resistance to new technologies. Overall, the document argues that ICT could help address education issues, but only if countries make meaningful investments and prepare their education systems and populations for technological change.
Inclusive education has begun to be addressed within the context of the broader international
debate on “Education for All” (EFA), a debate launched at the World Conference held in 1990 in Jomtien,
Thailand. From Jomtien until today, thinking has evolved from the almost symbolic presence of special
educational needs in the initial documentation, towards the recognition that inclusion must be a fundamental
principle of the EFA movement as a whole. Within this process, the contribution of the Salamanca Declaration
on Special Educational Needs: Access and quality (Unesco, 1994) stands out, from which the concept of
educational inclusion emerges strongly. Thereafter thescope and perspectives of inclusive education has been
based on the idea that all children and young people have the right to a quality education with equivalent
learning opportunities, regardless of their social and cultural background and their differences in skills and
abilities (OIE -UNESCO, 20 08)
DUE 5-13-15 NO plagiarismEducation Please respond to the fo.docxjacksnathalie
DUE 5-13-15 NO plagiarism
“Education" Please respond to the following:
Based on the Webtext materials and article below, address the following Western models of education clearly are not working in the developing world.
· 1. Outline, then, the most significant obstacles to obtaining an education in these countries.
· 2. Secondly, aside from the obvious solution of building more schools, what can government do to help their people escape poverty through education?Stanford Social Innovation Review
Stanford SOCIAL INNOVATION
Review
Redefining Education in the Developing World
By Mark J. Epstein & Kristi Yuthas | Winter 2012
In most developing countries, few children graduate from secondary school and many don’t even finish primary school. In Ghana, for example, only 50 percent of children complete grade 5, and of those, less than half can comprehend a simple paragraph. The UNESCO program Education for All, which as part of the Millennium Development Goals aims to provide free, universal access to primary schooling, has been successful in dramatically increasing enrollment. But, according to annual Education for All reports, many kids drop out before finishing school. Why don’t they stay?
There are numerous reasons, including the difficulty of getting to school and the cost of schooling. Even when tuition is free, there are often expenses for lunch, uniforms, and examination fees. And because the quality of education is often poor, parents are forced to pay for additional tutoring to enable their children to pass tests. Opportunity costs may be even larger — while they are in school, children forgo opportunities to produce income working on the family farm or selling in the marketplace. It is not surprising that when education investments do not result in adequate learning, or even basic literacy and numeracy, parents do not keep their children in school.
Even when learning outcomes are adequate, very few students continue on to secondary school. Job prospects for most people in the developing world are poor, and staying in school past grade 5, or even through grade 10, does not improve them significantly. In impoverished regions, the vast majority will not secure formal employment and will be supported primarily through subsistence level agriculture and trading. Health outcomes in these regions are also dire. Millions of children die every year from controllable diseases such as diarrhea, respiratory infections, and malaria.
Educational programs typically adopt traditional Western models of education, with an emphasis on math, science, language, and social studies. These programs allocate scarce resources to topics like Greek mythology, prime numbers, or tectonic plate movement — topics that may provide intellectual stimulation, but have little relevance in the lives of impoverished children. High performing students in less developed regions face a much different future from their counterparts’ in wealthier areas. There are no hig ...
1) The article discusses whether education for self-reliance remains relevant in Tanzania today given changes to the education system and curriculum over time.
2) It describes how the education system under education for self-reliance emphasized practical skills, linking education to students' future lives and work, but that now the focus is more on theoretical academics and passing exams.
3) Parents and others interviewed expressed that current education is not as useful for students' lives after school compared to education for self-reliance, but others say the goals are still relevant if challenges in implementation can be addressed.
The document discusses the responsibilities of higher education, particularly Catholic higher education, in response to the challenges of globalization. It argues that universities must equip students with the knowledge and skills to address issues of poverty, development, and social justice in a globalized world. Catholic universities have a unique role to play in promoting humanistic education, interreligious dialogue, and the Church's evangelizing mission through their teaching, research, and community outreach.
This document discusses the importance of education and making the right career choices. It makes three key points:
1) Education is about more than just learning - it should help students develop social skills and the right attitudes to become productive citizens. Both parents and teachers have important roles to play.
2) As the global economy changes, more private investment is needed in education to provide opportunities for students in fields like STEM, management, and entrepreneurship.
3) Students need guidance from parents and teachers to choose careers based on their passions and strengths, not just to get government jobs. With limited jobs, entrepreneurship is important to be self-reliant.
Education Please respond to the following· Based on the Webte.docxjack60216
"Education" Please respond to the following:
· Based on the Webtext materials and article below, address the following
· Western models of education clearly are not working in the developing world.
· 1. Outline, then, the most significant obstacles to obtaining an education in these countries.
· 2. Secondly, aside from the obvious solution of building more schools, what can government do to help their people escape poverty through education?DUE 5-9-15Stanford Social Innovation Review
Stanford SOCIAL INNOVATION
Review
Redefining Education in the Developing World
By Mark J. Epstein & Kristi Yuthas | Winter 2012
In most developing countries, few children graduate from secondary school and many don’t even finish primary school. In Ghana, for example, only 50 percent of children complete grade 5, and of those, less than half can comprehend a simple paragraph. The UNESCO program Education for All, which as part of the Millennium Development Goals aims to provide free, universal access to primary schooling, has been successful in dramatically increasing enrollment. But, according to annual Education for All reports, many kids drop out before finishing school. Why don’t they stay?
There are numerous reasons, including the difficulty of getting to school and the cost of schooling. Even when tuition is free, there are often expenses for lunch, uniforms, and examination fees. And because the quality of education is often poor, parents are forced to pay for additional tutoring to enable their children to pass tests. Opportunity costs may be even larger — while they are in school, children forgo opportunities to produce income working on the family farm or selling in the marketplace. It is not surprising that when education investments do not result in adequate learning, or even basic literacy and numeracy, parents do not keep their children in school.
Even when learning outcomes are adequate, very few students continue on to secondary school. Job prospects for most people in the developing world are poor, and staying in school past grade 5, or even through grade 10, does not improve them significantly. In impoverished regions, the vast majority will not secure formal employment and will be supported primarily through subsistence level agriculture and trading. Health outcomes in these regions are also dire. Millions of children die every year from controllable diseases such as diarrhea, respiratory infections, and malaria.
Educational programs typically adopt traditional Western models of education, with an emphasis on math, science, language, and social studies. These programs allocate scarce resources to topics like Greek mythology, prime numbers, or tectonic plate movement — topics that may provide intellectual stimulation, but have little relevance in the lives of impoverished children. High performing students in less developed regions face a much different future from their counterparts’ in wealthier areas. There are no higher levels ...
The Evolution of Education: Adapting Schools for the 21st Centuryhussanisoyat
The landscape of education is rapidly evolving in response to the changing needs of the 21st century. As we embrace technological advancements, globalization, and shifting societal dynamics, the traditional model of education is being reimagined to better prepare students for the challenges and opportunities of the modern world.
Unlocking Potential: The Transformative Power of Educationanwarkhan45314
Education is more than just a process of acquiring knowledge; it is the key to unlocking human potential and shaping the future of societies. From ancient civilisations to modern nations, the transformative power of education has been evident in driving progress, fostering innovation, and empowering individuals to lead fulfilling lives.
Educational developments, patterns, trends, options and objectives as they relate to young people are the focus of this chapter. An evidence-based overview presents the challenges and inequalities faced in different contexts, with attention given to the invisibility of youth as a statistical category, comparisons between developed and developing countries, the gender gap, and deficiencies and requirements with respect to “old” and “new” literacy. Educational achievements and goals are addressed within the “Education for All” framework. The chapter repeatedly emphasizes the importance of relying on multiple pedagogies and approaches-including formal, non-formal and distance education- in achieving worldwide educational objectives.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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International FDP on Fundamentals of Research in Social Sciences
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By Dr. Vinod Kumar Kanvaria
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Make a Field Mandatory in Odoo 17Celine George
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A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
South African Journal of Science: Writing with integrity workshop (2024)
Pending Subjects by ramses vargas
1. Pending subjects
Education is not just numbers and tests, but neither are cement and bricks. It must be the
communion of interests of a society and the ability to adapt to future challenges.
Education in Colombia remains a pending issue in many aspects. Not only is the dilemma of universal
coverage, but the need to continue strengthening programs such as "From Zero to Forever", and other
initiatives to close the gap in equity and education from early childhood.
In this sense, the race for quality education occurs not only in higher education programs - as is
sometimes mistakenly believed - but also starts from the first thousand days, in order to have a sustained
and integral development that complements the skills we want for our future professionals and citizens.
We have concentrated a lot on the dilemma about the quantitative or qualitative nature of the training, the
discussion between the mathematization of knowledge or the amplification of the context in a broad
spectrum of the worldview that the social sciences can give us. However, this cannot
be an excuse to continue with lags before measurements, which in the end should not be the premise for
an education policy, because the standardization of tests or the possibility of scoring in certain types of
exams does not reflect the true health of the educational system.
Just as Finland overturned its system which was the most behind in Europe and today defines the stamp
on global education, the regional middle powers and the emerging states already know the tool that will
lead them to the path of development: the educational policy.
Innovation, soft skills, areas of creativity and culture, sports, music, were seen as "fillings" in the
academic curriculum, and we erroneously think that by saturating rigid subjects with students we would
develop the best competences and, therefore, the best skills, but in reality education is a much more
complex equation where variables such as the home, the family, the environment, the environment (rural
or urban), the economic situation and the labor market influence.
Do not abandon humanism, balance quantitative and qualitative sciences, resume the path of integral
formation, and include technology, crafts and arts as requirements, must be elements that public policies
in education must collect.
Better facilities will generate better results, safe school and academic environments, multiple classrooms
and shared green areas. In short, education is not just numbers and tests, but neither are cement and
bricks. It must be the communion of interests of a society and the ability to adapt to future challenges.
2. The school as a place where people are held for eight hours or universities as factories of titles should not
be tolerable schemes. The formation of the university is the highest stage where the processes that start
from early childhood must be crystallized, complemented by sports and culture and developed with the
skills in mathematics, literacy, logic and humanities.
Programs such as "Ser Pilo Paga" cannot be disconnected from the context and socioeconomic realities
nor can they be social experiments of temporary location transferring all the responsibility to a budgetary
or welfare issue.
The beneficiary student must be able to have a psychosocial accompaniment, some food and congruous
needs covered, a possibility of real integration, and not be delocalized from their space to a different
environment that will marginalize them more, and, therefore, possibly affect your psychic condition,
which will not allow you the expected return.
It's good to have university cities, with dormitories, laundries, restaurants, libraries and sports fields
where you can integrate academic life to a unique experience; without traffic, without long trips, with
total concentration; the university in the broad sense of its word, universality.
We all have a role to play in this issue: educators, universities, families, the State, but above all the
student. There are pending subjects, but we have to continue pushing development in what is worthwhile:
human capital and education.