DOCSLIB.ORG

Documents on Education Development

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Documents on Education Development DocumentsDocuments onon EducatioEducationn DevelopmentDevelopment AfricaAfrica,, MiddlMiddlee East,East, AsiaAsia,, Pacific,Pacific, thethe Americas,Americas, EuropeEurope IDC PUBLISHER SS IDCIDC PublishersPublishers offersoffers a broadbroad rangerange ofof editionseditions foforr ththee disciplinesdisciplines ooff EconomicsEconomics,, StatisticsStatistics andand SocialSocial Sciences.Sciences. FilmedFilmed inin closeclose cooperationcooperation withwith thethe Joint Bank FundFund LibraryLibrary inin WashingtonWashington DC,DC, thesethese editionseditions makemake availableavailable seriesseries ofof officialofficial statistics,statistics, planninplanningg documentsdocuments,, anandd progressprogress reports.reports. InIn manymany cases,cases, IDIDCC PublisherPublisherss offerofferss remarkablremarkablee runrunss ooff thesthesee datadata,, spanninspanningg severaseverall decadedecadess ofof social-economicsocial-economic planningplanning anandd performance.performance. ContentsContents HowHow toto orderorder Africa .....................................................................................................1.1 MiddlMiddlee EasEastt / NortNorthh AfricAfricaa .................................................................1010 PleasePlease sensendd youyourr ordeorderr to the followinfollowingg address:address: EasEastt AsiaAsia ............................................................................................. I1 1l IDIDCC PublisherPublisherss SoutSouthh AsiaAsia ..........................................................................................1313 P.OP.O.. BoxBox 1120511205 South-EasSouth-Eastt AsiAsiaa ..................................................................................1818 23023011 EEEE LeideLeidenn TheThe NetherlandNetherlandss PacifiPacificc .................................................................................................2222 FaFaxx +31+31(0)71513172 (0)71 5 13 17 211 LatiLatinn AmericAmericaa ....................:................................................................2323 PhonePhone +31+31(0)71514270 (0)715 14 27 000 NortNorthh AmericAmericaa ....................................................................................2727 E-mailE-mail [email protected]@idc.nl EuropEuropee ................................................................................................2828 IDCIDC VATVAT no.:no.: NL001540610B01NL001540610B01 EasternEastern EuropeEurope ....................................................................................2828 OrdeOrderr numbernumberss shouldshould bebe indicatedindicated oonn allall orderorderss anandd correspondencecorrespondence.. DelayDelay cannotcannot bbee avoidedavoided iiff HowHow toto locatelocate titletitless inin thisthis catalogcatalog thesethese orderorder numbersnumbers are are notnot indicatedindicated.. TheThe titlestitles araree groupegroupedd andand listedlisted inin thethe followingfollowing sequence:sequence: MinimumMinimum orderorder amountamount 100100 EuroEuro • byby countrycountry ForFor prepaidprepaid ordersorders aa 2%2% chargecharge isis addedadded forfor • byby corporatecorporate bodybody (author)(author) postage,postage, insurance,insurance, andand handlinghandling costs. costs. IfIf notnot • byby year(s)year(s) toto whichwhich thethe reportreport refersrefers prepaid,prepaid, aa 5%5% chargecharge isis addedadded (minimum (minimum charge charge 2525 Euro).Euro). Publisher'sPublisher's notenote SimilarSimilar catalogscatalogs areare availableavailable forfor thethe followingfollowing editions: editions: • NationalNational DevelopmentDevelopment PlansPlans • NationalNational StatisticalStatistical ReportsReports • CensusCensus ReportsReports • RuralRural andand RegionalRegional DevelopmentDevelopment PlansPlans IDCIDC alsoalso offerofferss thesthesee editionseditions sortedsorted byby region.region. TheThe followingfollowing regionregionss areare availableavailable fromfrom IDCIDC Publishers:Publishers: • AfricaAfrica • MiddleMiddle EasEastt / NorthNorth AfricAfricaa • EastEast asiaasia • SouthSouth AsiaAsia • South-EastSouth-East AsiAsiaa • PacificPacific • AustraliaAustralia • LatinLatin AmericaAmerica • NorthNorth AmericaAmerica • EuropeEurope • EasternEastern EuropeEurope • GeneralGeneral FoForr mormoree informatioinformationn pleaspleasee contaccontactt anyany ofof thethe followingfollowing addressesaddresses FoForr AmericaAmericann customercustomerss onlonlyy The Netherlands PhonPhonee +3+311 (0)7(0)711 515144 2277 0000 North AmericaAmerica PhonPhonee 212122 272711 59455945 IDCIDC PublisherPublisherss FaxFax +31+31(0)71513172 (0)71 513 17 211 IDCIDC PublishersPublishers Inc.Inc. TollToll freefree 808000 757577 74417441 P.O.P.O. BoxBox 1120511205 E-mailE-mail [email protected]@idc.nl 353500 FiftFifthh Ave.Ave.,, SuiteSuite 18011801 FaFaxx 212212271593 271 59300 23012301 EEEE LeidenLeiden InternetInternet http://www.idc.nhttp://www.idc.nll NewNew York,York, NYNY 10118101 18 E-maiE-maill [email protected]@idcpublishers.com 01202K116401202K1164 1 DocumentsDocuments onon EducatioEducationn DevelopmentDevelopment AfricAfricaa BotswanaBotswana.. DepartmentDepartment ofof EducationEducation andand Botswana.Botswana. MinistryMinistry ofof FinanceFinance andand TeacherTeacher Training.Training. PrimaryPrimary educationeducation inin DevelopmentDevelopment Planning.Planning. NationalNational BotswanaBotswana 1987-1988(1-23)198?-1988(1-23).. Gaborone.Gaborone. manpowemanpowerr developmendevelopmentt planninplanningg 1987.1987. Gaborone,Gaborone, [1988].[1988]. Africa.Africa. SwedisSwedishh InternationaInternationall Missing:Missing: 198?-1983(1-10).1987-1983(1-10). Development Authority / International 7 microfichemicrofiche 1 microfichemicrofiche Development Authority / International OrderOrder no.no. DE-770/1DE-770/1 LabourLabour Office.Office. SkillSkill developmentdevelopment foforr selselff OrderOrder no.no. DE-417/1DE-417/1 reliance:reliance: RegionalRegional projectproject inin easterneastern andand BotswanaBotswana.. MinistryMinistry ooff EducationEducation.. southersouthernn AfricaAfrica;; reporreportt ofof anan evaluationevaluation BotswanaBotswana.. MinistryMinistry ofof Education.Education. SettingSetting uupp a parent-teacheparent-teacherr association.association. USAIDUSAID.. BotswanBotswanaa PrimarPrimaryy EducationEducation missionmission...... ILO/SIDA;ILO/SIDA; [by][by] M.M. HultinHultin.. ImprovemenImprovementt projectproject:: PhasePhase IIII:: Stockholm,Stockholm, 1985.1985. (Education(Education divisiondivision GaboroneGaborone,, [1981].[1981]. 1986-19911986-1991.. SeventSeventhh reportreport,, SeptemberSeptember 1,1, documentsdocuments no.no. 25).25). 1 microfichemicrofiche OrdeOrderr nono.. DE-421/1DE-421/1 19819899 -- FebruarFebruaryy 28,28,1990 1990.. Gaborone,Gaborone, 2 microfichemicrofiche [1990][1990].. OrderOrder nono.. DE-313/1DE-313/1 Botswana.Botswana. DepartmentDepartment ofof PrimaryPrimary 5 microfichemicrofiche OrderOrder no.no. DE-917/1DE-917/1 Africa,Africa, East.East. Friedrich-Ebert-Stiftung.Friedrich-Ebert-Stiftung. EducationEducation andand TeacherTeacher TrainingTraining.. ReporReportt ReporReportt oonn a regionaregionall seminarseminar onon 1982-1983.1982-1983. Gaborone.Gaborone. Botswana.Botswana. CentralCentra lStatistics Statistics OfficeOffice "Challenges of workers' education in 3 microfichemicrofiche "Challenges of workers' education in DepartmenDepartmentt ofof Non-formalNon-formal EducationEducation.. East Africa today", Silver Springs Hotel, OrderOrder nono.. DE-418/1DE-418/1 East Africa today", Silver Springs Hotel, ReporReportt ooff ththee firsfirstt nationalnational surveysurvey onon Kenya,Kenya, 9t9thh - 12t12thh AprilApril,, 1990.1990. NairobiNairobi,, BotswanaBotswana.. BrigadesBrigades DevelopmentDevelopment Centre.Centre. literacliteracyy inin BotswanaBotswana 1993.1993. Gaberone,Gaberone, 19901990.. AnnuaAnnuall reportreport 1986/871986/87.. Gaborone,Gaborone, [1987].[1987]. 1997.1997. 5 microfichemicrofiche OrderOrder nono.. DE-811/1DE-811/1 1 microfichemicrofiche 3 microfichemicrofiche OrdeOrderr nono.. DE-670/1DE-670/1 OrdeOrderr nono.. DE-1071/1DE-1071/1 BeninBenin.. BureauBureau InternationalInternationa ldu du Travail.Travail. Botswana.Botswana. NationalNational CommissionCommission onon PromotioPromotionn dede l'emploil'emploi desdes jeunesjeunes Botswana.Botswana. TireloTirelo SetshabaSetshaba EvaluationEvaluation Education.Education. ReportReport ooff ththee NationaNationall diplômésdiplomes ...... Geneva,Geneva, 1988.1988. Team.Team. ThThee principl principlee anandd practicpracticee ooff TireloTirelo Setshaba:Setshaba: AA comprehensivecomprehensive CommissionCommission onon Education,Education, 1993-1994.1993-1994. 4 microfichemicrofiche evaluation of the Botswana community [Gaborone],[Gaborone], 1993-1994.1993-1994. 22 vols.vols. OrdeOrderr nono.. DE-1085/1DE-1085/1 evaluation of the Botswana community servicservicee schemescheme.. [Gaborone],[Gaborone], 1986.1986. 1717 microfichemicrofiche OrdeOrderr no.no. DE-1033/1DE-1033/1 Benin.Bénin. MinistereMinistère dede l'Educationl'Education 2 microfichmicrofichee Nationale.Nationale. ActesActes desdes EtatEtatss generauxgénéraux dede OrdeOrderr no.no. DE-718/1DE-718/1 Botswana.Botswana. ThThee reviserevisedd nationanationall policypolicy l'éducationl'education,, CotonouCotonou dudu 22 anau 99 octobreoctobre Botswana.Botswana. UniversityUniversity of of Botswana.Botswana. onon educationeducation,, ApriAprill 19941994.. Gaborone,Gaborone, 1990.1990. [Cotonou[Cotonou,, 1991].1991].
Load more

Recommended publications
  • PAULO FREIRE (1921–97) Heinz-Peter Gerhardt1
    The following text was originally published in Prospects: the quarterly review of comparative education (Paris, UNESCO: International Bureau of Education), vol. XXIII, no. 3/4, 1993, p.439–58. ©UNESCO:International Bureau of Education, 2000 This document may be reproduced free of charge as long as acknowledgement is made of the source. PAULO FREIRE (1921–97) Heinz-Peter Gerhardt1 Paulo Reglus Neves Freire was born in Recife, the capital of Brazil’s northeast province, one of the most impoverished parts of this large Latin American nation. Although raised in a middle-class family, Freire became interested in the education of the poor people in his region. He qualified as a lawyer and developed a teaching ‘system’ for all levels of education. He was imprisoned twice in his own country and became famous outside it. Today, Paulo Freire must be considered as the most well known educator of our time. The fundamentals of his ‘system’ point to an educational process that focuses on the students’ environment. Freire assumes that the learners must understand their own reality as part of their learning activity. It is not enough to assume a student can read the phrase:‘Eve saw a grape’. The student should learn to understand Eve in her social context, find out who worked to produce the grape and who profited from this type of work. This ‘system’ brought about Freire’s exile in 1964, following seventy-five days in prison, after having been accused of being a ‘revolutionary and an ignorant’. He then spent four years in Chile and one year in the United States.
    [Show full text]
  • INFORMATION and COMMUNICATION TECHNOLOGY (ICT) in EDUCATION in SUB-SAHARAN AFRICA a Comparative Analysis of Basic E-Readiness in Schools
    INFORMATION PAPER NO. 25 AUGUST 2015 INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN EDUCATION IN SUB-SAHARAN AFRICA A comparative analysis of basic e-readiness in schools UNESCO The constitution of the United Nations Educational, Scientific and Cultural Organization (UNESCO) was adopted by 20 countries at the London Conference in November 1945 and entered into effect on 4 November 1946. The Organization currently has 195 Member States and 9 Associate Members. The main objective of UNESCO is to contribute to peace and security in the world by promoting collaboration among nations through education, science, culture and communication in order to foster universal respect for justice, the rule of law, and the human rights and fundamental freedoms that are affirmed for the peoples of the world, without distinction of race, sex, language or religion, by the Charter of the United Nations. To fulfil its mandate, UNESCO performs five principal functions: 1) prospective studies on education, science, culture and communication for tomorrow's world; 2) the advancement, transfer and sharing of knowledge through research, training and teaching activities; 3) standard-setting actions for the preparation and adoption of internal instruments and statutory recommendations; 4) expertise through technical co-operation to Member States for their development policies and projects; and 5) the exchange of specialized information. UNESCO is headquartered in Paris, France. UNESCO Institute for Statistics The UNESCO Institute for Statistics (UIS) is the statistical office of UNESCO and is the UN depository for global statistics in the fields of education, science and technology, culture and communication. The UIS was established in 1999. It was created to improve UNESCO's statistical programme and to develop and deliver the timely, accurate and policy-relevant statistics needed in today’s increasingly complex and rapidly changing social, political and economic environments.
    [Show full text]
  • Higher Education in Portuguese Speaking African Countries a FIVE COUNTRY BASELINE STUDY
    Higher Education in Portuguese Speaking African Countries A FIVE COUNTRY BASELINE STUDY Patrício Vitorino Langa CapE Verde Guinea Bissau Sao Tome & Principe Angola Mozambique Higher Education in Portuguese Speaking African Countries A FIVE COUNTRY BASELINE STUDY Patrício Vitorino Langa Published in 2013 by African Minds 4 Eccleston Place, Somerset West, 7130, South Africa [email protected] www.africanminds.org.za ISBN: 978-1-920677-03-9 2013 Patrício Langa For orders from within South Africa: Blue Weaver PO Box 30370, Tokai 7966, Cape Town, South Africa Email: [email protected] For orders from outside South Africa: African Books Collective PO Box 721, Oxford OX1 9EN, UK [email protected] www.africanbookscollective.com Design and lay-out by COMPRESS.dsl | www.compressdsl.com Published in collaboration with the Association for the Development of Education in Africa (ADEA). The author of the study is responsible for the choice and presentation of the data and facts contained in this document and for the opinions expressed therein, and which are not necessarily those of ADEA nor the various individuals who were interviewed or provided data. Contents Tables vi Figures vii Acknowledgements viii Acronyms and abbreviations ix Preface xi Executive summary and structure xiii Chapter one: Introduction and background 1 1.1 Introduction 1 1.2 Objectives of the study 2 1.3 Methodology of the study 2 Chapter two: Angola 5 2.1 Country profile 5 2.2 Background and historical context of higher education 6 2.3 Trends of expansion,
    [Show full text]
  • The Transnational Indian Community in Manama, Bahrain
    City of Strangers: The Transnational Indian Community in Manama, Bahrain Item Type text; Electronic Dissertation Authors Gardner, Andrew M. Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 02/10/2021 14:12:59 Link to Item http://hdl.handle.net/10150/195849 CITY OF STRANGERS: THE TRANSNATIONAL INDIAN COMMUNITY IN MANAMA, BAHRAIN By Andrew Michael Gardner ____________________________ Copyright © Andrew Michael Gardner 2005 A Dissertation Submitted to the Faculty of the DEPARTMENT OF ANTHROPOLOGY In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSPHY In the Graduate College THE UNIVERSITY OF ARIZONA 2 0 0 5 2 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Dissertation Committee, we certify that we have read the dissertation prepared by Andrew M. Gardner entitled City of Strangers: The Transnational Indian Community in Manama, Bahrain and recommended that it be accepted as fulfilling the dissertation requirement for the degree of Doctor of Philosophy __________________________________________________ Date: ______________ Linda Green __________________________________________________ Date: ______________ Tim Finan __________________________________________________ Date: ______________ Mark Nichter __________________________________________________ Date: ______________ Michael Bonine Final approval and acceptance of this dissertation is contingent upon the candidate’s submission of the final copies of the dissertation to the Graduate College. I hereby certify that I have read this dissertation prepared under my direction and recommend that it be accepted as fulfilling the dissertation requirement.
    [Show full text]
  • Download Article
    Religion, Identity and Citizenship The Predicament of Shia Fundamentalism in Bahrain Abdullah A. Yateem In 2011, Bahrain witnessed an unprecedented wave of political protests that came within a chain of protest movements in other Arab coun- tries, which later came to be known as the “Arab Spring.” Irrespective of the difference in the appellations given to these protests, their oc- currence in Bahrain in particular poses a number of questions, some of which touch upon the social and political roots of this movement, especially that they started in Bahrain, a Gulf state that has witnessed numerous political reformation movements and democratic transfor- mations that have enhanced the country’s social and cultural openness in public and political life. Despite this pro-democratic environment, the political movement rooted in Shi’a origins persisted in developing various forms of political extremism and violence, raising concerns among Sunni and other communities. This work evaluates the origins of Shi’a extremism in Bahrain. Keywords: Middle East, Bahrain, Shi’a fundamentalism, Islam, Arab Spring, violence, Iran In the course of the year 2011, Bahrain witnessed an unprecedented wave of political protests,1 and that came within a chain of protest movements in other Arab countries, which later came to be known as the “Arab Spring”. The names that have been, and are still being, given Scan this article to the Bahrain protests were widely varied: “revolution,” “terror,” “up- onto your rising,” “ordeal,” “protests,” “crisis,” depending on the
    [Show full text]
  • Common Curriculum Framework for BE Teacher Training ECOWAS
    Common curriculum framework for basic education teacher training in the ECOWAS area Abstract This common curriculum framework for teacher training in ECOWAS countries was submitted to the multi-country UNESCO office in Abuja, Nigeria, in July 2016. This framework was prepared by consultant Philippe Jonnaert of the UNESCO chair for sustainable development (CUDC) at the Université du Québec à Montréal (UQAM). This document proposes a Curriculum guidance framework (COC), which can be shared by all education systems in the Economic Community of West African States (ECOWAS) and Guinea, for training teachers working in an expanded basic education system over 9 or 10 years of free compulsory schooling. The COC takes the form of a Common curriculum guidance framework for teacher training. The points considered relate equally to a universal vision of education and to Sustainable Development Goal 4 (SDG 4), education targets 2030, the goals of the Basic Education in Africa Program (BEAP) and the results of an inventory on teacher training in the ECOWAS area. Various proposals are then formulated for the operational application of this COC via teacher training in the ECOWAS area. Contacts Rokhaya Fall Diawara, UNESCO Abuja [email protected]; Philippe Jonnaert, [email protected] Contents Abstract ......................................................................................................................................................... 1 List of acronyms .......................................................................................................................................
    [Show full text]
  • World Bank Document
    INTERNATIONAL DEVELOPMENT ASSOCIATION Public Disclosure Authorized PROJECT APPRAISAL DOCUMENT ON A PROPOSED GRANT IN THE AMOUNT OF SDR 36.1 MILLION (US$50 MILLION EQUIVALENT) Public Disclosure Authorized TO THE REPUBLIC OF GUINEA FOR A PROJECT FOR RESULTS IN EARLY CHILDHOOD AND BASIC EDUCATION June 17, 2019 Public Disclosure Authorized Education Global Practice Africa Region Public Disclosure Authorized This document has a restricted distribution and may be used by recipients only in the performance of their official duties. Its contents may not otherwise be disclosed without World Bank authorization. The World Bank Guinea Education Project for Results in Early Childhood and Basic Education (P167478) CURRENCY EQUIVALENTS Exchange Rate Effective April 30, 2019 Currency Unit = Guinean Franc (GNF ) GNF 1.77= US$1 SDR 0.72163 = US$1 US$1.38 = SDR1 FISCAL YEAR January 1 - December 31 Regional Vice President: Hafez M. H. Ghanem Country Director: Soukeyna Kane Senior Global Practice Director: Jaime Saavedra Chanduvi Practice Manager: Meskerem Mulatu Task Team Leaders: Scherezad Joya Monami Latif, Karine M. Pezzani The World Bank Guinea Education Project for Results in Early Childhood and Basic Education (P167478) ABBREVIATIONS AND ACRONYMS AWPB Annual Work Plan and Budget BSD Office for Strategy and Development (Bureau de Stratégie et Développement) CE Second -Third Grade Levels (Cours Elémentaire) CEC Community Center (Centre d’Encadrement Communautaire) CEPE Primary School Completion Certification (Certificat d’Etudes Primaires Elémentaires)
    [Show full text]
  • Universal Periodic Review (27Th Session, April-May 2017) Contribution of UNESCO to Compilation of UN Information (To Part I
    Universal Periodic Review (27th session, April-May 2017) Contribution of UNESCO to Compilation of UN information (to Part I. A. and to Part III - F, J, K, and P) BAHRAIN I. BACKGROUND AND FRAMEWORK Scope of international obligations: Human rights treaties which fall within the competence of UNESCO and international instruments adopted by UNESCO I.1. Table: Reference to Recognition Date of the rights of specific ratification, Declarations within Title competences accession or /reservations UNESCO’s of treaty succession fields of bodies competence Reservations Convention against to this Right to Discrimination in Not ratified Convention education Education 1960 are not permitted Convention on Accession Right to Technical and Vocational Education 1992/03/26 education 1989 Convention concerning the Right to take 28/05/1991 Protection of the part in Ratification World Cultural and cultural life Natural Heritage 1972 Convention for the Right to take 07/06/2014 Safeguarding of the part in Ratification Intangible Cultural cultural life Heritage 2003 Convention on the Right to take Protection and Not ratified part in cultural life Promotion of the Diversity of Cultural Expressions 2005 II. Input to Part III. Implementation of international human rights obligations, taking into account applicable international humanitarian law to items F, J, K, and P Right to education 1. NORMATIVE FRAMEWORK 1.1. Constitutional Framework 1. The Constitution (adopted on 14 February 2002)1 stipulates in its Article 7 that: (a) the State […] guarantees educational and cultural services to its citizens. Education is compulsory and free in the early stages as specified and provided by law. The necessary plan to combat illiteracy is laid down by law.
    [Show full text]
  • School Career in Lower Primary Education in Guinea- : Lssau
    Education Division Documents No 54 School Career in Lower Primary Education in Guinea- : lssau The Pupils and TheIr Socio-economic and Cultural Background { l 1 " ~ . @ * " * - Nr}! 'Il ] ? ,1 . 'il . tå,. ? ,K {nr r Pg: { ~ [ {TI}' å ÖN € J . ~ I ' då!- ' -dä: ; 1 - . / ' Ö . / : " £ ! ! Q , - 11 , U YU .'Ö . ) S' - [ = , @ = * }1'1' , L }{ X Q} L 'raw X . $ Nx . * ; @@I @ W 1/1 ja } }{ 3 , X ~ UJVWÖ ~ - Vi %..2 , ! ' ,'Ö l 7 €3} - 5,i~ A *<#~ ~ Blå? ;, ~ E; . , ? ,[ ack * 3 f ~ - @ ~ ~ x* ~ ig,? 'ö 1) ' . ' €;:;?'&3H. ' ' !(" , # 1}. ,xi , , = .@@*@ @@ * +;'@ % ~ ~ ~ ' = 0 1 } - rå! ,H - %EÖ}#€£' ' ~ * if { { * . lv Bertil Ahlenhed Gustave Callewaert Vi arto Cisséko Holger Daun mrulll0lll DllllLom(n é@ @ November 1991 é} QQ}){{-" * NI luuunulm Wu~ @Z% H % Is' N: T1LLHOR €~ Såéé UTV SCHOOL CAREER IN LOWER PRIMARY EDUCATION IN GUINEA-BISSAU The Pupils and Their Socio-economic and Cultural Background . Bertil Ahlenhed, Gustave Callewaert, Mario Cissoko, Holger Daun PRBFACB Quality primary education for an increasing number of children is vital for economic and social development in Guinea- Bissau. In order for education to contribute to development and growth, however, it has to be an education on Guinean terms, responding to the needs of Guinean society and reflecting the ethnic, religious and linguistic mosaic of the country. Creating a national educational system that permits and responds to a plurality of cultural expression is a great challenge to any country. In Guinea- Bissau, with its very limited economic resources and a yet modest educational infrastructure this is an almost overwhelming task. It is, however, recognized as the only viable and sustainable course. An important precondition for planning and further development of the educational system in Guinea- Bissau is a profound knowledge of Guinean society.
    [Show full text]
  • The Development of Education National Report
    The Development of Education: National Report of the Kingdom of Bahrain (Inclusive Education: The Way of the Future) KINGDOM OF BAHRAIN MINISTRY OF EDUCATION THE DEVELOPMENT OF EDUCATION NATIONAL REPORT OF THE KINGDOM OF BAHRIAN (INCLUSIVE EDUCATION: THE WAY OF THE FUTURE) Presented to the Forty-Eight Session of the International Conference on Education (ICE) Geneva, 25-28 November 2008 Bahrain 2008 1 The Development of Education: National Report of the Kingdom of Bahrain (Inclusive Education: The Way of the Future) 2 The Development of Education: National Report of the Kingdom of Bahrain (Inclusive Education: The Way of the Future) H. H. Sheikh Khalifa H.M King Hamad Bin H.H Sheikh Salman Bin Bin Salman Al Khalifa Isa Al Khalifa Hamad Al Khalifa The Prime Minister The King of the The Crown prince Kingdom Deputy Supreme Commander of the BDF 3 The Development of Education: National Report of the Kingdom of Bahrain (Inclusive Education: The Way of the Future) Report Team Work General Supervision and Edited By: Faeqa Saeed AlSaleh Asst. Under-Secretary for Planning and Information Team Work Ali Salman Zuhair Acting, Head of Handicapped and Talented Section-Directorate of Special Education Amina Abdulla Kamal Acting, Head of Learning Difficulties Section-Directorate of Special Education Layla Ali AlMulla Head of Compulsory Education Unit-General and Technical Education Sector Suliman Mahmood Suliman Head of Financial Auditing-Directorate of Financial Resources Khaled Mohammed AlJawder Acting, head of Educational Planning-Directorate of Educational
    [Show full text]
  • 49Th BAHRAIN NATIONAL DAY
    An EngineEngine for for economic growtheconomic growth At Tamkeen, we not only encourage Businesses and Bahraini individuals but empower them through diversified solutions which directly lead to economic development. Our primary objectives are to foster the development and growth of enterprises, and provide support to enhance the productivity and training of the national workforce. 2 Bahrain National Day 2020 cover4 pages.indd 4 12/15/20 11:17 AM An EngineEngine for for economic growtheconomic growth 75 Years of At Tamkeen, we not only encourage Businesses and Bahraini individuals but empower them through Luxury diversified solutions which directly lead to economic development. Our primary objectives are to foster the development and growth of enterprises, and provide support to enhance the productivity and training he largest Rolex Boutique in the of the national workforce. Middle East, the Modern Art Studio and Rolex boutique was meticulously over 30 years. In addition to being the largest Art Studio at the time, Heiniger proclaimed designed to embrace Arabian heritage one in the Middle East, it is also one of the it “one of the best Rolex shops in the while maintaining the exclusivity largest Rolex boutiques in the world. world.” One of its notable showcases was synonymous with the Swiss watchmaker, serving The story of Modern Art Studio dates back a display of the exclusive watches cleverly T arranged into individual letters to spell the its discerning clientele from its accessible location to 1936, when its founder Naji Murad had his in City Centre Bahrain. original shop in Government Avenue, Manama. name ROLEX. Today, Modern Art Studio The boutique, which features an exclusive VIP By 1940, history was made when the founder maintains its legacy as a family business suite for private viewings, offers a one-of-a-kind of Rolex Geneva, Hans Wilsdorf, officially as it continues to operate under the wise experience for visitors.
    [Show full text]
  • Rebuilding Tertiary Education in Guinea-Bissau: Can It Be Done?1
    FIRE: Forum for International Research in Education Vol. 4, Iss. 3, 2018, pp. 169-190 REBUILDING TERTIARY EDUCATION IN 1 GUINEA-BISSAU: CAN IT BE DONE? Brandon D. Lundy2 Kennesaw State University, USA Abstract This article evaluates the potential for rebuilding tertiary education in Guinea- Bissau focusing on the reconstitution of the Universidade Amílcar Cabral, the operations of Universidade Lusófona da Guiné, and the development of the Bissau Campus Project through the West African Vocational Schools (WAVS) project. The article considers available resources and contextual constraints in the face of underdevelopment, structural violence, neo-colonialism, and a context-specific educational legacy. In the face of considerable barriers to rebuilding tertiary education in Guinea-Bissau, how can it be done? Achievements in other contexts, and specific recommendations for Guinea-Bissau, are aggregated to demonstrate how collaborating stakeholders can amalgamate knowledge and develop viable educational programs that are contextually sensitive, appropriate, and sustainable. Keywords: Guinea-Bissau; Tertiary Education; Program Development; Partnerships; Co- Creation of Knowledge; Program Assessment; Amilcar Cabral; Paulo Freire Introduction Education in general and tertiary education in particular are both social and political constructions (Langa 2014). Because of protracted political instability since independence in which no elected president has served-out his full term in office (Kohl 2016) and the accompanying securitization failures in the West African country of Guinea-Bissau (Massey 2016), a stable tertiary education sector does not seem likely. Yet, with the successful elections of 2014, “The new government enjoyed much popular support, and Bissau-Guineans were in an optimistic mood, evoked by many 1 This article helps lay the foundation for a Fulbright Specialist Program Host Institution Project Proposal titled “Understanding Human Ecology in Guinea-Bissau” submitted through the U.S.
    [Show full text]