VERITAS November 2020
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The Academic Journal of St Clements Education Group VERITAS Volume 11 No. 2 November 2020 ISSN 2307-2806 Foreign Relations of Tonga International Educational Institutions and National Law of Host Country The Great Apostasy - Part Justification and Appreciation Two: The Deification of of Non-Formal and Informal Nimrod and the Woman Learning in Higher Learning Institutions: Reflections and The Abiding Impact of the an Interpretative Clarity Reformation Changing Path-Dependencies Wake Up and Smell the through Mutual Learning Coffee: A Solution to Violence-Framed Founders Death and Survival Socio-Political Issues of Family Business: A Curious Phenomenon in Corporate Governance Important disclaimer The publishers, authors and editors are not responsible for the results of any actions on the basis of information in this work, nor for any errors or omissions. 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However, for many of our contributors English is a second and even third language and from time to time a strict language policy is modified to ensure that good articles are not excluded simply because they do not meet the highest English standards. We also hold it to be important that material be not over edited, providing its message is considered to be clear to the majority of our readers. The general objective that Veritas is to create conditions whereby all informed persons are able to contribute to the ongoing debates, regardless of their English language competence and their lack of familiarity with accepted journal protocols. *Veritas is Latin for truth, reality. VERITAS THE ACADEMIC JOURNAL OF ST CLEMENTS EDUCATION GROUP – ISSN 2307-2806 Volume 11 No. 2 November 2020 The COVID-19 pandemic has certainly dominated global headlines in 2020. Source: https://www.who.int/news IN THIS ISSUE Justification and Appreciation of Non-Formal and Informal Learning in Higher Learning Institutions: Reflections and an Interpretative Clarity – Christopher Oyat Changing Path-Dependencies through Mutual Learning – Bruce Duncan Founders Death and Survival of Family Business: A Curious Phenomenon in Corporate Governance – Udeh Sabastine Onyemaechi Foreign Relations of Tonga – Kemal Yildirim International Educational Institutions and National Law of Host Country – U Kyaw Naing The Great Apostasy - Part Two: The Deification of Nimrod and the Woman – John Potter The Abiding Impact of the Reformation – Billy Sichone Wake Up and Smell the Coffee: A Solution to Violence-Framed Socio-Political Issues – Bruce Duncan JUSTIFICATION AND APPRECIATION OF NON-FORMAL AND INFORMAL LEARNING IN HIGHER LEARNING INSTITUTIONS: REFLECTIONS AND AN INTERPRETATIVE CLARITY Sir, Dr Christopher Oyat* Fellow of Chartered Institute of Educational Assessors (FCIEA – UK) Fellow Chartered Educator – Academic Council for CCLP Worldwide (FCE – India & Spain) Senior Lecturer – Gulu University (UGANDA) Introduction tertiary levels of learning. Vocational education, special needs education and some parts of adult Education may be looked at as the process by which education are often recognized as being part of formal societies deliberately transmit their accumulated education system (ISCED, 2012). However much as information, knowledge, understanding, attitudes, these various levels of formal education are valued by values, competences and behaviors across generations. different stakeholders, the main issues of concern and It involves communication designed to bring about contention at this particular point in time which learning (ISCED, 2012). While learning is associated constitute questions include: for how long should with the individual acquisition or modification of higher education actors continue to place information, knowledge, understanding, attitudes, disproportionate weightage of preponderance over this values, skills, competences or behaviors through traditional form of learning which has predominantly experience, practice, study or instructions (ISCED, been centered on teachers and lecturers as 2012).In most higher learning institutions in the world, monopolizers of knowledge, skills and experience? it is common to find that a lot of emphasis is usually Hasn’t the world been dynamic enough to demand placed much more on traditional formal learning steadfast and appropriate changes to address system and approach to knowledge, skills and contemporary issues of the time using modified or experience sharing. adjusted approaches? Do we have an alternative approach to learning which may address more Formal education has always been greatly glorified and concretely societal problems, especially in developing recognized by almost all if not all Government countries? Is it not proper to appreciate a mixture of bureaucrats and government anchored accreditation different forms of learning for the mutual benefit of bodies and agencies in the world. It is looked at as learners, educational institutions and parents? Are corresponding to a systematic, organized education rights of learners respected, protected and fulfilled model, structured and administered according to a adequately under formal education system and given set of predetermined laws and norms, presenting approach in higher learning institutions? Are a rather rigid curriculum as regards objectives, content governments in the world moved a long way to and methodology. It is seen as characterized by a fundamentally make befitting modifications and contiguous system of relation which involves the adjustments in terms of approach and practice to ensure teacher/lecturer, the students and the institution. It is a adequate respect, protection and fulfillment of learning process normally adopted and strongly individual rights in higher learning ethos? -in the appreciated by most schools, colleges and universities context of the latter: respect in education is associated today. Formal education institutions are with governments refraining from unnecessary administratively, physically and curricularly organized interference with the enjoyment of education rights and require from students minimum classroom based on individual choice(s); protection is looked at attendances. There is a program that lecturers and emphasizing the prevention of others from interfering students alike must observe, involving intermediate with the enjoyment of rights; and fulfillment of rights and final assessments in order to advance students to is taken as anchored on the adoption of appropriate the next learning level (Sarramone, 1975). Importantly, measures towards the full realization of rights by this kind of formal education system is relevant stakeholders (UNHRC, Fact Sheet No.33, institutionalized, intentional and planned through 2008). public organizations and recognized private bodies. Non-Formal and Informal Learning Formal education programs are usually recognized as such by the relevant national education authorities or According to UNESCO Guidelines (2012), non-formal equivalent authorities. It is looked at as consisting of learning is learning that has been acquired in addition initial education which usually starts at the primary and or alternatively to formal learning. In some cases, it is progressively moves towards the secondary, up to structured according to educational and training 1 arrangements, but more flexible. It usually takes place It is argued that formal education system appears