DOCSLIB.ORG

The Right to Education >> an Unfinished Task for Latin America and the Caribbean Chall N3 24 09 06.Qxd 2/10/06 20:04 Página 2

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Right to Education >> an Unfinished Task for Latin America and the Caribbean Chall N3 24 09 06.Qxd 2/10/06 20:04 Página 2 chall_n3_24_09_06.qxd 2/10/06 20:04 Página 1 Number 3, August 2006 challenges ISSN 1816-7543 Newsletter on progress towards the Millennium Development Goals from a child rights perspective The right to education >> An unfinished task for Latin America and the Caribbean chall_n3_24_09_06.qxd 2/10/06 20:04 Página 2 editorial summary 02 editorial >> The right to education The right to education ur newsletter once again takes on the challenges set forth by the Millennium O Declaration and the human rights approach 03 agenda embedded in the Convention on the Rights of the Child. In this issue, we will examine the Recent events right of children and adolescents to education. the voice of children and adolescents Education is crucial for overcoming poverty, Commitment to education /2005/ Fernando Cuellar © UNICEF Paraguay equalizing work opportunities, and promoting greater gender equality and the well-being of new generations. It also provides the foundation for creating future human resources. Indeed, 10 viewpoints from a rights-based approach, education plays a key role in nurturing fair treatment and respect As a teacher, what are towards others, thus reinforcing democratic 04 the main challenges I face principles. analysis and research in ensuring that my The right to education. An students learn effectively? But these positive outcomes do not come unfinished task for Latin about automatically. As the lead article argues, Three teachers express factors such as socio-economic status, rural- America and the Caribbean their opinion urban location, and ethnicity create considerable gaps in terms of access and educational attainment. These gaps are later reproduced in the quality of employment, well-being and the development of skills for modern life. At the same time, the education of girls does not 11 necessarily lead to better jobs, equal salaries or learning from greater autonomy. experience There are also serious difficulties in terms of Educational support the quality of education, fuelled by the poor programmes environmental and learning conditions of schools and the situation of teachers, who are often ill-paid and ill-prepared. While there has been some progress in terms of respect for children’s rights in the classroom, gender equality and intercultural education, the 12 testimonies of teachers show that there is still a did you know...? long way to go in order to overcome all forms © UNICEF Jamaica / 2005 S. Noorani of discrimination and authoritarian practices. This situation reinforces the need to renew efforts towards educational reform. In the Economic Commission for Latin America and the Caribbean (ECLAC) United Nations Children's Fund (UNICEF), “Learning from Experience” section, we Regional Office for Latin America and the Caribbean (UNICEF TACRO) highlight a range of programmes that seek to improve the quality and equity of education by Editorial Committee: Cover photo ECLAC: Martin Hopenhayn + Sonia Montaño + Jorge Rodriguez © UNICEF Dominican Republic / 2005 / L.E. González ensuring that low-income students remain in UNICEF: Susana Sottoli + Egidio Crotti + Carlos Mazuera >> Challenges the educational system, promoting cultural General Coordinator: María Rebeca Yáñez Number 3, August 2006 diversity, and democratizing access to new ISSN print version 1816-7543 technologies. Design and layout: ISSN online version 1816-7551 Paulo Saavedra + Rodrigo Saavedra Copyrights THE EDITORIAL COMMITTEE Contributors: United Nations Publication Garren Lumpkin + Juan Fernando Núñez + © United Nations, August 2006 Tomoko Oka + Francisca Palma All rights reserved Contact: [email protected], [email protected] 2 challenges chall_n3_24_09_06.qxd 2/10/06 20:04 Página 3 agenda the voice of children and adolescents Recent events Commitment to education >> Student protests in Chile >> Second Meeting of the Inter-Governmental Between April and June 2006, high school students in Chile staged tumultuous Committee of the Regional Educational Project for protests, demanding the withdrawal of the Education Law on the grounds that Latin America and the Caribbean (PRELAC). it allows profiteering in the education sector and leads to increased inequality. Planned by UNESCO for 11-13 May, this meeting will facilitate debate Protesters also demanded the elimination of fees for university admission tests about the orientation and quality of education, especially educational and school transport services. curriculum design, with an eye towards the next PRELAC meeting of ministers of education in 2007. María Jesús Sanhueza, spokesperson for the Students’ Coordination http://www.unesco.cl/ing/sprensa/noticias/196.act?menu=/esp/ Assembly, stated: “… we want the Education Law to be properly regulated by the constitution… so as to better ensure the quality of education. Access to education should be guaranteed to all citizens and this must be regarded as a duty of the >> Expert Meeting: “Towards a broader framework of state. The Chilean educational system is plagued by abysmal inequalities. analysis of education in the context of the Millennium Development Goals.” Students of municipal high schools display educational outcomes that are vastly inferior to those of private school students.” Organized by CEPAL, 3-4 August, with the participation of UNESCO / OREALC, this meeting focused on expanding the goal of achieving The protest achieved, among other things, the creation of a Commission on universal primary education. Education that includes the participation of student leaders and proposes http://www.eclac.cl/id.asp?id=26284 reforms to the educational system. >> Working meeting on the identification of tools and >> mechanisms of cooperation for the inclusion of disaster risk management in the educational sector of Latin America 14-16 June, Panama. Organized by the United Nations International Strategy for Disaster Reduction and UNICEF, with the aim of making progress in including disaster prevention issues in the educational La Tercera sector with an emphasis on the primary level. http://www.eird.org/index-eng.htm © Courtesy of the Documentation Centre of the daily >> Meeting of the World Follow-up Team to the Educational Agreements on Education for All (EFA). >> Children and Adolescent Consultations on the Education System in Belize In May, the team in Paris confirmed that Report EFA 2007 will focus on treatment and education at the primary level, Goal No. 1 of the six In April of 2005, a national consultation was conducted in Belize with the goals set at the World Forum on Education (Dakar, 2000). support of the National Committee for Families and Children and UNICEF. http://www.unesco.org/education/efa/gmr2006_download/ECCE_ Through this activity, 175 children and adolescents exercised their right to participate and voice their opinions on three key aspects of the educational outline_es.pdf system: access, investment and quality/relevance of education. Among other http://www.unesco.org/education/efa/global_co/working_group/ objectives, they proposed the following: index.shtml Increase the number of schools that have special education programmes Key Documents and itinerant teachers Promote fundraising in the private and public sectors to support the >> UNESCO, Institute for Statistics / maintenance of schools, creation of libraries and provision of UNICEF, 2005. scholarships; and “Children Out of School: Measuring Exclusion from Ensure that principals are qualified in school management and that Primary Education” teachers receive training in innovative teaching methods . http://www.uis.unesco.org/ev_en.php?ID=6427_201&I D2=DO_TOPIC These recommendations form part of the 10 year Plan of Action for improving the quality of education. >> Chile, Presidential Advisory Council for the Reform of Policies for Children, 2006 Final Report. http://www.consejoinfancia.cl >> UNICEF, ADEA and UNESCO, 2005. Planning Policies for Early Childhood Development: >> Guidelines for Action (Emily Vargas-Barón) http://www.redprimerainfancia.org/aa/img_upload/0b 212a7b71568a8d8c75d183a7feab2e/Planning_ © UNICEF Belice 2004/ César Villar policies.pdf 3 chall_n3_24_09_06.qxd 2/10/06 20:04 Página 4 analysis and research > © UNICEF Jamaica / 2005 S. Noorani The right to education An unfinished task for Latin America and the Caribbean Pablo Villatoro, Consultant and Martín Hopenhayn, Social Affairs Officer, Social Development Division of ECLAC 4 ch chall_n3_24_09_06.qxd 2/10/06 20:04 Página 5 The right to relevant, quality and education is an essential condition for overcoming poverty and >> advancing towards greater equality of opportunities I. Introduction The universal completion of primary education would represent a great step towards the effective fulfilment of the right to The right to education is enshrined in the International Covenant education. In Latin America and the Caribbean, the rate of on Economic, Social and Cultural Rights as well as primary education completion for the population aged 15-19 in the principles and goals of the main international rights was 88.1% in 2002 (ECLAC, 2005).2 Nevertheless, there are conventions and summits. It establishes that all children and persistent problems of progression at this level, which result in adolescents are entitled to free, quality education, with the State high rates of grade repetition (Brazil, 21%; Guatemala, 13%; bearing full responsibility for guaranteeing it throughout the life Nicaragua, 11%; and Peru, 10%) far in excess of the figures for cycle. There are three main components to the right to education:
Load more

Recommended publications
  • 2021 North Carolina Public School Salary Schedules
    Fiscal Year 2020 - 2021 North Carolina Public School Salary Schedules Available online: www.dpi.nc.gov/districts-schools/district-operations/financial-and-business-services/compensation-public-school-employees Financial & Business Services NC Department of Public Instruction 2020-2021 BACHELOR'S DEGREE CERTIFIED TEACHER SALARY SCHEDULE Effective July 1, 2020 Years Bachelor's Teacher Bachelor's w/ NBPTS Certification of Monthly 12 Monthly Annual Salary Monthly 12 Monthly Annual Salary Exp Salary Installments (10 months) Salary Installments (10 months) 0 $3,500 $2,916.67 $35,000 N/A N/A N/A 1 $3,600 $3,000.00 $36,000 N/A N/A N/A 2 $3,700 $3,083.33 $37,000 N/A N/A N/A 3 $3,800 $3,166.67 $38,000 $4,256 $3,546.67 $42,560 4 $3,900 $3,250.00 $39,000 $4,368 $3,640.00 $43,680 5 $4,000 $3,333.33 $40,000 $4,480 $3,733.33 $44,800 6 $4,100 $3,416.67 $41,000 $4,592 $3,826.67 $45,920 7 $4,200 $3,500.00 $42,000 $4,704 $3,920.00 $47,040 8 $4,300 $3,583.33 $43,000 $4,816 $4,013.33 $48,160 9 $4,400 $3,666.67 $44,000 $4,928 $4,106.67 $49,280 10 $4,500 $3,750.00 $45,000 $5,040 $4,200.00 $50,400 11 $4,600 $3,833.33 $46,000 $5,152 $4,293.33 $51,520 12 $4,700 $3,916.67 $47,000 $5,264 $4,386.67 $52,640 13 $4,800 $4,000.00 $48,000 $5,376 $4,480.00 $53,760 14 $4,900 $4,083.33 $49,000 $5,488 $4,573.33 $54,880 15 $5,000 $4,166.67 $50,000 $5,600 $4,666.67 $56,000 16 $5,000 $4,166.67 $50,000 $5,600 $4,666.67 $56,000 17 $5,000 $4,166.67 $50,000 $5,600 $4,666.67 $56,000 18 $5,000 $4,166.67 $50,000 $5,600 $4,666.67 $56,000 19 $5,000 $4,166.67 $50,000 $5,600 $4,666.67 $56,000 20 $5,000 $4,166.67 $50,000 $5,600 $4,666.67 $56,000 21 $5,000 $4,166.67 $50,000 $5,600 $4,666.67 $56,000 22 $5,000 $4,166.67 $50,000 $5,600 $4,666.67 $56,000 23 $5,000 $4,166.67 $50,000 $5,600 $4,666.67 $56,000 24 $5,000 $4,166.67 $50,000 $5,600 $4,666.67 $56,000 25+ $5,200 $4,333.33 $52,000 $5,824 $4,853.33 $58,240 NOTE: "NBPTS" stands for National Board for Professional Teacher Standards.
    [Show full text]
  • Education for All and Millennium Development
    EDUCATION FOR ALL AND MILLENNIUM DEVELOPMENT GOALS BEYOND 2015 PRINCIPLES FOR A POST-2015 EDUCATION AND DEVELOPMENT FRAMEWORK Human rights in general and the right to education The 2015 target date for in particular should be the explicit foundation for a achieving the Millennium new development and education framework Development Goals (MDGs) Rights are not explicit in the current EFA targets and MDGs, yet and Education for All (EFA) they are enshrined in UN agreements, conventions and treaties. is fast approaching. The The state should guarantee the right and access to quality educa- tion for all. Privatization and public-private partnerships are not United Nations (UN) system, the solution to quality education for all states should take their governments, academics , and civil society are already responsibilities seriously and not rely on market forces to solve seeking to define the next problems in education. era of the post-2015 agenda. The UN Secretary General Education is a public good and a basic right; it is also a catalyst has appointed a High-lev- for the achievement of all other development goals. It should el Panel to advise on the therefore be at the centre of any new development framework. global development agenda Access to early childhood primary and secondary beyond 2015, while UNESCO , , has set up an EFA Steering education must be a fundamental goal Committee with a mandate Although progress has been made on access to primary to advise on the post -2015 education, at least 10% of primary-school-age children are still not in school _over 60 million children.
    [Show full text]
  • EDUCATION in CHINA a Snapshot This Work Is Published Under the Responsibility of the Secretary-General of the OECD
    EDUCATION IN CHINA A Snapshot This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of OECD member countries. This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. Photo credits: Cover: © EQRoy / Shutterstock.com; © iStock.com/iPandastudio; © astudio / Shutterstock.com Inside: © iStock.com/iPandastudio; © li jianbing / Shutterstock.com; © tangxn / Shutterstock.com; © chuyuss / Shutterstock.com; © astudio / Shutterstock.com; © Frame China / Shutterstock.com © OECD 2016 You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to [email protected]. Requests for permission to photocopy portions of this material for public or commercial use shall be addressed directly to the Copyright Clearance Center (CCC) at [email protected] or the Centre français d’exploitation du droit de copie (CFC) at [email protected]. Education in China A SNAPSHOT Foreword In 2015, three economies in China participated in the OECD Programme for International Student Assessment, or PISA, for the first time: Beijing, a municipality, Jiangsu, a province on the eastern coast of the country, and Guangdong, a southern coastal province.
    [Show full text]
  • The Right to Education in the United States: Beyond the Limits of the Lore and Lure of Law Roger J.R
    Annual Survey of International & Comparative Law Volume 4 | Issue 1 Article 10 1997 The Right to Education in the United States: Beyond the Limits of the Lore and Lure of Law Roger J.R. Levesque Follow this and additional works at: http://digitalcommons.law.ggu.edu/annlsurvey Part of the Other Law Commons Recommended Citation Levesque, Roger J.R. (1997) "The Right to Education in the United States: Beyond the Limits of the Lore and Lure of Law," Annual Survey of International & Comparative Law: Vol. 4: Iss. 1, Article 10. Available at: http://digitalcommons.law.ggu.edu/annlsurvey/vol4/iss1/10 This Article is brought to you for free and open access by the Academic Journals at GGU Law Digital Commons. It has been accepted for inclusion in Annual Survey of International & Comparative Law by an authorized administrator of GGU Law Digital Commons. For more information, please contact [email protected]. Levesque: The Right to Education THE RIGHT TO EDUCATION IN THE UNITED STATES: BEYOND THE LIMITS OF THE LORE AND LURE OF LAW ROGER J.R. LEVESQUE· The author argues that U.S. as well as international law on educational rights needs to incorporate an important, but heretofore neglected, dimension. U.S. legislation and court decisions, as well as existing international instruments on educational rights focus chiefly on educational access and assign responsibility and authority over educational content and methods almost exclusively to the state and parents. The ideas, concerns and wishes of the young people being educated remain largely unacknowledged and disregarded. The author maintains that only to the extent our understanding of educational rights is rethought to include "youth's self­ determination of education for citizenship" can we expect to improve academic performance, overcome negative attitudes toward school, and adequately prepare children and youth for life in a democratic, pluralistic society and an increasingly interdependent world.
    [Show full text]
  • Teacher Education Handbook
    1 Teacher Education Handbook Becoming teachers who teach boldly in a changing world through an ethic of care and critical reflection Education Department Eastern Mennonite University 2017-2018 www.emu.edu/education Updated August 1, 2017 2 Welcome to Teacher Education At Eastern Mennonite University The teacher education department subscribes to a Reflective Teaching Model informed by constructivist and critical reflective theorists. You will approach your studies through active learning as you reflect upon your beliefs, knowledge, thought, and actions. You will be challenged to examine your assumptions about teaching and learning as you participate in an environment of inquiry and collaboration. Teachers touch and help shape the future. They serve as models of life itself. For this reason each teacher needs a positive self-concept, needs to think well of others, and needs to believe in persons' mutual dependence. Faith commitment to Christ makes possible this wholeness in outlook and in relationships. Teacher education at Eastern Mennonite University offers you the opportunity to change and grow. The education faculty members believe that the person you are becoming is the key to your effectiveness as a prospective teacher. Preparation for teaching is dynamic and life-long. As your teachers, we are seeking to model this pilgrimage of openness and continuous growth both personally and professionally. We welcome you to walk with us on this journey. As you have questions and concerns, many of which will not be addressed in this handbook, please feel free to stop by the education department office. We anticipate a rewarding journey ahead! Sincerely, Cathy Smeltzer Erb, Ph.D.
    [Show full text]
  • The Need for Early Childhood Remedies in School Finance Litigation, 70 Ark
    University of Richmond UR Scholarship Repository Law Faculty Publications School of Law 2017 Why Kindergarten is Too Late: The eedN for Early Childhood Remedies in School Finance Litigation Kevin Woodson University of Richmond, [email protected] Follow this and additional works at: https://scholarship.richmond.edu/law-faculty-publications Part of the Education Law Commons Recommended Citation Kevin Woodson, Why Kindergarten is Too Late: The Need for Early Childhood Remedies in School Finance Litigation, 70 Ark. L. Rev. 87 (2017). This Article is brought to you for free and open access by the School of Law at UR Scholarship Repository. It has been accepted for inclusion in Law Faculty Publications by an authorized administrator of UR Scholarship Repository. For more information, please contact [email protected]. Why Kindergarten Is Too Late: The Need for Early Childhood Remedies in School Finance Litigation Kevin Woodson- I. INTRODUCTION In 2006, Jim Ryan, then a law professor, now dean of Harvard University's School of Education, published A ConstitutionalRight to Preschool,' a seminal article that argued that courts should require states to fund public preschools as a means of abiding by their constitutional obligations to provide all children adequate educational opportunities.2 Though very few courts have ever imposed such a requirement,3 and all but one of these rulings have been eliminated on appeal,' Ryan noted the political popularity of universal preschool and a growing trend among states to provide free pre-kindergarten as grounds for optimism that courts might be more open to ordering preschool remedies in future litigation.' . Associate Professor, Drexel University, Thomas R.
    [Show full text]
  • India's Agendas on Women's Education
    University of St. Thomas, Minnesota UST Research Online Education Doctoral Dissertations in Leadership School of Education 8-2016 The olitP icized Indian Woman: India’s Agendas on Women’s Education Sabeena Mathayas University of St. Thomas, Minnesota, [email protected] Follow this and additional works at: https://ir.stthomas.edu/caps_ed_lead_docdiss Part of the Education Commons Recommended Citation Mathayas, Sabeena, "The oP liticized Indian Woman: India’s Agendas on Women’s Education" (2016). Education Doctoral Dissertations in Leadership. 81. https://ir.stthomas.edu/caps_ed_lead_docdiss/81 This Dissertation is brought to you for free and open access by the School of Education at UST Research Online. It has been accepted for inclusion in Education Doctoral Dissertations in Leadership by an authorized administrator of UST Research Online. For more information, please contact [email protected]. The Politicized Indian Woman: India’s Agendas on Women’s Education A DISSERTATION SUBMITTED TO THE FACULTY OF THE COLLEGE OF EDUCATION, LEADERSHIP, AND COUNSELING OF THE UNIVERSITY OF ST. THOMAS by Sabeena Mathayas IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION Minneapolis, Minnesota August 2016 UNIVERSITY OF ST. THOMAS The Politicized Indian Woman: India’s Agendas on Women’s Education We certify that we have read this dissertation and approved it as adequate in scope and quality. We have found that it is complete and satisfactory in all respects, and that any and all revisions required by the final examining committee have been made. Dissertation Committee i The word ‘invasion’ worries the nation. The 106-year-old freedom fighter Gopikrishna-babu says, Eh, is the English coming to take India again by invading it, eh? – Now from the entire country, Indian intellectuals not knowing a single Indian language meet in a closed seminar in the capital city and make the following wise decision known.
    [Show full text]
  • THE PRIVATE SCHOOL TEACHER SKILLS GAP What K–12 Private School Educators Know and What They Need to Know
    THE PRIVATE SCHOOL TEACHER SKILLS GAP What K–12 Private School Educators Know and What They Need to Know Michael Q. McShane ABOUT EDCHOICE EdChoice is a nonprofit, nonpartisan organization dedicated to advancing full and unencumbered educational choice as the best pathway to successful lives and a stronger society. EdChoice believes that families, not bureaucrats, are best equipped to make K–12 schooling decisions for their children. The organization works at the state level to educate diverse audiences, train advocates and engage policymakers on the benefits of high-quality school choice programs. EdChoice is the intellectual legacy of Milton and Rose D. Friedman, who founded the organization in 1996 as the Friedman Foundation for Educational Choice. FEBRUARY 2019 THE PRIVATE SCHOOL TEACHER SKILLS GAP What K–12 Private School Educators Know and What They Need to Know Michael Q. McShane, Ph.D. TABLE OF CONTENTS Executive Summary ........................................................................................................................................ 1 Introduction .....................................................................................................................................................3 Teaching and Leading in Public and Private Schools ..............................................................................4 Methods .............................................................................................................................................................4 Results ................................................................................................................................................................5
    [Show full text]
  • INSIDE CHARTER SCHOOLS Teacher Attrition in Charter Vs
    INSIDE CHARTER SCHOOLS from research to practice Summer 2010 Teacher Attrition in Charter vs. District Schools OVERVIEW OF THE ISSUES: School leadership without a safety net ecent research and media reports have raised Although not representative of the charter school sec- serious concerns that teacher turnover rates tor overall, the study’s analysis of Wisconsin’s charter in charter schools are alarmingly high. By school sector highlights two findings that provide some Rsome accounts, charter schools lose between 20 and 25 important clues about the nature of teacher turnover in percent of their teachers each year. But it isn’t exactly charter schools. clear why teacher turnover rates might be high in charter schools: is it a consequence of their less regu- 1. High teacher turnover rates in Wisconsin’s charter lated labor market (charters rarely have unions and in schools are mostly a function of teacher characteris- some cases can hire non-certified teachers), or is it the tics and school contexts, rather than a “charter effect.” types of students and neighborhoods where they tend to operate? School leaders and policymakers need a When CRPE researchers examined the careers of better understanding of the nature and scope of the charter school teachers and traditional public school problem in order to assess its significance and design teachers in Wisconsin, they found unsurprisingly possible policy remedies. that, on average, charter school teachers were far more likely to leave their schools than their counterparts in This policy brief
    [Show full text]
  • Perceptions of Prospective Pre-School Teachers Regarding Children’S Right to Participate in Classroom Activities*
    KURAM VE UYGULAMADA EĞİTİM BİLİMLERİ EDUCATIONAL SCIENCES: THEORY & PRACTICE Received: October 20, 2015 Revision received: August 3, 2016 Copyright © 2017 EDAM Accepted: January 17, 2017 www.estp.com.tr OnlineFirst: April 25, 2017 DOI 10.12738/estp.2017.3.0325 June 2017 17(3) 1035–1059 Research Article Perceptions of Prospective Pre-school Teachers Regarding Children’s Right to Participate in Classroom Activities* Nihan Koran1 Neslihan Avcı2 Cyprus International University Gazi University Abstract This study investigates the behaviours of pre-school teachers working with children aged between 4 and 6 years with regard to their right to participate in classroom activities. In this context, pre-school teacher’s negative or positive applications regarding children’s participation rights were revealed. Furthermore, pre- school teachers’ aplications were evaluated with regard to requirements of participation. The data of 15 pre-school teachers observed in the ‘school experience’ course were obtained from the files of prospective teachers. Further, 64 hours of observations for each teacher were recorded by two prospective teachers during eight weeks. The data reflecting teachers’ behaviours in the educational environment were analysed using descriptive analysis techniques. Results of the research suggested 144 positive and 505 negative cases for 15 teachers in terms of these requirements. It was observed that some teachers consider child-centered and democratic behaviours and children’s wishes and opinions and take decisions accordingly. Furthermore, teachers showed negative behaviours predominantly in terms of requirements for participation. Keywords Child participation in education • Participation rights of the child • Requirement of participation • Pre-school teachers * This study is derived from the master’s thesis conducted by Nihan Koran at the Department of Educational Sciences of Girne American University under the supervision of Assoc.
    [Show full text]
  • Teacher Academy
    For more information, please email: [email protected] If you are interested in bringing a Teacher Turning Research into Practice Access, Success, Equity… Academy to your school, please fill out an Application of Interest found at the The College of Education at Rowan University following link: has a rich history of preparing highly effective educators for South Jersey and beyond. For over https://academics.rowan.edu/ 90 years, the college has been engaged in teacher education/ESP/outreach/index.html preparation and professional development, un- dergirded by a commitment to excellence in edu- cation and innovation. The time has come to look toward our future, by creating teacher prepara- tion opportunities for high school students, today. This school-university partnership creates a pipeline of unique recruit- ment and retention, pairing interested students with trained teacher facilitators and university experts. Aligned with the university’s strategic priorities in access, affordability, quality, and serving as an economic engine, Rowan University will continue to produce effective teachers prepared to serve in our local, national, and global community. Rowan University has committed itself to a policy of equal opportunity without regard to race, color, creed or religion, sex, national origin, age, physical or mental handicap, military status, marital status, or other factors prohibited by law. TEACHER ACADEMY Inspiring tomorrow’s teacher leaders, today. Themes for Discovery College of Education What is the Rowan University Teacher Academy? Human Growth and Development Mission The RU Teacher Academy is a pre-college Teaching for Social Justice academic program for high school students To positively impact and develop local, interested in exploring a career in teaching.
    [Show full text]
  • Skills, Not Just Diplomas
    Restoring and sustaining growth in Eastern Europe and Central Asia requires reforms to Managing Education for Results in Eastern EuropeSkills, and Central Not Asia Just Diplomas boost competitiveness and increase labor productivity. Among the required changes are reforms to education. In surveys conducted immediately before the economic crisis, companies in the region reported shortage of skills as one of the most significant bottle- necks in their operations, suggesting that education systems in Eastern Europe and Central Asia— with a reputation for high enrollment rates and well-trained teachers—still need to improve their performance. In fact, international test results show that many students—outside of a handful of coun- tries in the region—are failing to acquire more than the most basic literacy and numeracy skills. Anecdotal evidence also indicates that the rapid expansion in higher education has led to a decline in the quality and relevance of education provided. At the same time, there are few opportunities for adults to retrain, upgrade, or acquire new skills—the life-long learning needed for employability. As Skills, Not Just Diplomas suggests, the shortage of skills is a wake-up call to reform education and training systems to provide higher quality education with the flexibility for students and training institutions to better respond to market signals. Such deep reform will have to center on the following: DIRECTIONSINDEVELOPMENT • Focusing more on measuring whether students learn and graduates find jobs, and Human Development using this information to actively improve teaching and learning. • Using incentives across the education system, including granting greater autonomy to institutions on curriculum, teaching methods, resource use and institutional mission, and increasing accountability for learning.
    [Show full text]