Revised and Augmented Edition
Total Page：16
File Type：pdf, Size：1020Kb
Load more
Recommended publications
-
Report Summary: Privatisation, Commercialisation, and Sale of Public Schools in Mauritania This Is a Summary of the Full Report Available Here
Association des Coalition des Organisations Femmes Chefs Mauritaniennes pour de Familles l’Education Report Summary: Privatisation, commercialisation, and sale of public schools in Mauritania This is a summary of the full report available here The Mauritanian education system rapidly privatised over the last 20 years, following the authorisation and promotion of private education by the Government, and because of the lack of regulation and supervision of private actors in education. This de facto privatisation has been accompanied by an increasing commercialisation of education through, the auctioning of public- school grounds since 2015 to transform them into commercial premises. 1. Private schools are progressing rapidly in the Mauritanian education system The share of students in the private education sector has increased more than eightfold in only 16 years. A phenomenon of this magnitude necessarily requires special attention and support to ensure that it does not undermine the right to education. 2. The growth of private actors in the Mauritanian education system contributes to creating divides according to household income Only the most affluent people in Mauritania (20%), who are able to spend four times more on primary education than the poorest families (40%), can enrol their children in private schools of good quality. Even in the case of the so-called "low cost" schools, with tuition fees promoted as low, these remain an obstacle to access to these schools for many families. These registration fees can be a major reason of de-schooling for families unable to pay them. 1 Association des Coalition des Organisations Femmes Chefs Mauritaniennes pour de Familles l’Education 3. -
Educating the Whole Person? the Case of Athens College, 1940-1990
Educating the whole person? The case of Athens College, 1940-1990 Polyanthi Giannakopoulou-Tsigkou Institute of Education, University of London A thesis submitted for the Degree of EdD September 2012 Abstract This thesis is a historical study of the growth and development of Athens College, a primary/secondary educational institution in Greece, during the period 1940-1990. Athens College, a private, non-profit institution, was founded in 1925 as a boys' school aiming to offer education for the whole person. The research explores critically the ways in which historical, political, socio-economic and cultural factors affected the evolution of Athens College during the period 1940-1990 and its impact on students' further studies and careers. This case study seeks to unfold aspects of education in a Greek school, and reach a better understanding of education and factors that affect it and interact with it. A mixed methods approach is used: document analysis, interviews with Athens College alumni and former teachers, analysis of student records providing data related to students' achievements, their family socio-economic 'origins' and their post-Athens College 'destinations'. The study focuses in particular on the learners at the School, and the kinds of learning that took place within this institution over half a century. Athens College, although under the control of a centralised educational system, has resisted the weaknesses of Greek schooling. Seeking to establish educational ideals associated with education of the whole person, excellence, meritocracy and equality of opportunity and embracing progressive curricula and pedagogies, it has been successful in taking its students towards university studies and careers. -
2019. Teacher Education in Malta
INTERNATIONAL K O E D I O R E W B T D INTERNATIONAL HANDBOOK U L D H OF TEACHER EDUCATION WORLDWIDE R L O N O W W A . N C H . O Teachers Education internationally is a field that most researchers, educators, I C T L teachers’ trainers, and educational policy makers consider to be of most importance. - A S Distinguished authors from the 114 countries have contributed to the present Edition. A C A We do believe that the international bibliography on the field of Education and U R N D Teachers Education with this work will be more fruitful and rich. The original papers R E A included in this 3volume Handbook offer a great impact to the problematic in the area O K R I . and pose crucial questions in the area of teachers’ education and education in E T G H general. Researchers, teachers of any grade, educators, politicians who involved with . K A C education and teachers’ education especially will found answers, via similarities and : A s N differences, in order to derive good practices and interpret educational situations in E d T e different contexts. It is obvious that modern teachers and their education face new R F challenges and transitions in a global era. The environment of the 21st century is E O characterized by ideological, economic social transitions, changes, transformations T and challenges. These challenges and changes are strongly related to the new N teachers’ role, their efficiency in their classrooms, job satisfaction etc. The authors of I the present 3 volume work, offering their original work and research, contribute to the debate on the area of Education and Teachers’ Education worldwide and enrich the Revised and Augmented Edition existing bibliography. -
Pole’S Newsletter - JUNE 2011 EDITORIAL
Regional Bureau for Education in Africa United Nations Educational, Scientific and Cultural Organization °17 The Dakar Educational Sector Analysis Pole’s newsletter - JUNE 2011 EDITORIAL Pole Mag, the Pôle de Dakar’s newsletter, is back after a brief NEWS interruption for technical reasons. The Gambia wants to confirm progress 2 This issue revolves around the two key words concentrating the new action strategy of the Pôle de Dakar. The first one is the Pole de Dakar, platform of expertise national leadership, which forms the basis for successful and capacity building 2 education policies in Africa. In this issue, we take up the experience of Cape Verde whose achievements in education are PSGSE Training: three years and two classes later 3 impressive in terms of regularity as well as quality. In my point of view, There are very useful lessons to learn from this experience in the area of national leadership with regard to designing and REPORT conducting educational policies. Cape Verde: on the way towards a ten-years’ The second key word concerns national capacity building, as it is universal education 4 the only way for the African countries to do away with their Interview with Mr. Brito, current dependence towards foreign technical assistance. This Director-General in the Ministry issue explains Pole’s new strategy, Whose goal is to provide of Education in Cape Verde 6 Africa with a platform of sustainable expertise and training based on local know-how in the field of education sector analysis. This IN THE COUNTRIES 7 initiative, if successful, will help professionalize the steering and management of African education systems. -
This Report in PDF, 471 KB
The Most Important and Urgent Environmental Problems in Greece in the Last Decade (2000-2010) Athanasios Valavanidis and Thomais Vlachogianni Department of Chemistry, University of Athens, University Campus Zografou, 15784 Athens, Greece ([email protected]) Abstract A comprehensive state of the Greek environment in the last decade is presented in this review as well as the most important and urgent environmental issues. Greece's major efforts in the last decades to achieve economic convergence with the other European Union countries and material prosperity for its citizens, resulted in the neglect of the environmental impact by tourism, construction, intensive agriculture, industrial development and rapid urbanization. Greece's environment faces some major environmental challenges, such as air emissions from transport and electricity power stations, overexploitation of its water resources, water pollution, degradation of its coastal zones, loss of biodiversity in terrestrial and marine ecosystems and increasing municipal and industrial waste. In the last decade major problems of management, funding and implementation of policies with strict environmental regulations have appeared in every aspect of environmental protection. Limited enforcement of environmental laws and practices and giving in to various demands of organized local interests has been the Achilles' heel of policy implementation. This situation resulted in the lack of clear strategies for the major environmental problems and the necessity for environmental reforms in many areas. Although funding and environmental taxes have been a major problem for Greece, corruption and malpractices by local authorities, private citizens and state institutions is another important issue. It is hoped that EU regulations and international obligations will force consultation and encouragement of public participation, as well as education and environmental information that will increase public awareness. -
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, -
Study Guide Academic Year 2015-2016
SCHOOL OF HUMANITIES AND CULTURAL STUDIES DEPARTMENT OF HISTORY, ARCHAEOLOGY & CULTURAL RESOURCES MANAGEMENT Study Guide Academic Year 2015-2016 DHACRM Study Guide, 2015-16 2 Table of Contents The University of the Peloponnese ........................................................................................... 6 Department of History, Archaeology & Cultural Resources Management ................ 8 Undergraduate Studies at DHACRM ....................................................................................... 12 Overview of Courses by Semester, No. of Teaching Units & ECTS .............................. 13 IMPORTANT NOTES! .................................................................................................................... 21 Course Guide .................................................................................................................................... 22 CORE COURSES ....................................................................................................................... 22 12Κ1 Ancient Greek Philology: The Homeric Epics - Dramatic Poetry ........... 22 12Κ2 Introduction to the Study of History ................................................................. 22 12Κ3 Introduction to Ancient History ......................................................................... 23 12Κ5 What is Archaeology? An Introduction ............................................................ 23 12Κ6 Prehistoric Archaeology: Τhe Stone and the Bronze Age ......................... 24 12K8 Byzantine -
Annual Report Cape Verde 2011 One Un Programme Annual Report
2011 One UN Programme 1 Annual Report Cape Verde 2011 One Un Programme Annual Report Cape Verde 2011 One UN Programme Annual Report MMaannyy SSttrreennggtthhss OOnnee MMiissssiioonn 2 Cape Verde 2011 One Un Programme Annual Report Table of Contents 1 Introduction/Foreword ................................................................................................... 4 2 Main achievements..................................................................................................................7 2.1 Good Governance..............................................................................................................9 2.1.1 Economic graduation and integration in the global economy. ............................... 9 2.1.2. Strengthening of security ........................................................................................ 11 2.1.3 Consolidation of Democracy ................................................................................... 15 2.2 Promotion of Growth and Economic Opportunities......................................................19 2.2 Environment, Energy, Disasters Prevention and Response...........................................26 2.3 Human Capital and Social Protection............................................................................. 34 2.3.1 Quality of the Education System. ........................................................................... 34 2.3.2 Participation of Youth. ............................................................................................ 41 -
Pdf 1 28/02/2018 18:48
CIES 2018 SCHEDULE CONFERENCE VENUES Site maps located in back of program Hilton Reforma Mexico City Fiesta Inn Centro Histórico Museo de Arte Popular CIES 2018 ESSENTIAL INFORMATION QUESTIONS? CIES 2018 ON SOCIAL MEDIA Questions during the conference can be directed to the CIES registration desk on the 4th Floor Foyer of the Hilton Reforma, any Indiana University Conferences staf member, CIES volunteer or Program Committee member, or sent to: [email protected]. @cies_us @cies2018 @cies2018 @cies2018 KEY LOCATIONS* OFFICIAL CONFERENCE HASHTAGS Registration #CIES2018 Hilton Reforma, 4th Floor Foyer #remapping Registration Hours: Saturday, March 24: 1:30 to 7:30 PM #SurNorte Sunday, March 25: 7:30 AM to 7:00 PM #SouthNorth Monday, March 26: 7:00 AM to 7:00 PM Tuesday, March 27: 7:00 AM to 7:00 PM Wednesday, March 28: 7:00 AM to 6:00 PM Thursday, March 29: 7:00 AM to 1:00 PM EXPERIENCE MEXICO CITY Sociedad Mexicana de Educación Comparada (SOMEC) Registration (Mexican Attendees only) Hilton Reforma, 4th Floor Foyer Book Launches, Round-Tables, and Poster Exhibits Hilton Reforma, 4th Floor, Don Alberto 4 CIES Of ce of the Executive Director Grupo Destinos Travel Agency Hilton Reforma, 4th Floor Foyer Hilton Reforma, 4th Floor Foyer University of Chicago Press Hilton Reforma, 4th Floor Foyer Exhibitors Hall Hilton Reforma, 2nd Floor Foyer Exhibit Set-Up Hours: Secretaría de Turismo de la CDMX Monday, March 26: 7:00 AM to 9:30 AM Hilton Reforma, 4th Floor Foyer Exhibit Hours: Monday, March 26: 9:30 AM to 5:00 PM Tuesday, March 27: 9:30 AM to 6:30 PM Wednesday, March 28: 9:30 AM to 6:30 PM Thursday, March 29: 9:30 AM to 5:00 PM Secretaría de Cultura de la CDMX Exhibit Dismantle Hours: Hilton Reforma, 4th Floor Foyer Thursday, March 29: 5:00 to 7:00 PM HILTON SUITE LOCATIONS *For venue and meeting room maps, please see the inside back cover of the program. -
Cv Tsitsanoudis
JUNE 2019 Curriculum Vitae Nikoletta Tsitsanoudis-Mallidis Associate Professor of Linguistics and Greek Language Department of Early Childhood Education University of Ioannina Nikoletta Tsitsanoudis – Mallidis (Ph.D.) is Associate Professor of Linguistics and Greek Language at the Department of Early Childhood Education of the University of Ioannina in Greece. She has taught language, mass media and journalistic discourse in several Greek universities. More than 70 issues and papers of hers have been published in referred journals and conference proceedings in Greece, Europe, and United States. She is the author of 12 scientific and literary books. Recent scientific books of hers are used as textbooks in departments of the Universities of Ioannina, Athens and Thessaly. She is associate editor of international linguistic journal in the U.S.A. and reviewer in several international journals. She has been till now academic coordinator of three major programs of Greek Language teaching in the International Cultural Center “Stavros Niarchos” in Ioannina. She is awarded by the International Union of Writers and Artists, municipalities, humanitarian and cultural associations. Besides, she is the recipient of the 2013 “Untested Ideas Outstanding Research Scholar Award” and “Untested Ideas Outstanding Journal Reviewer Award”. She excelled after evaluation as “2014 Ioannina Fellow” in the Harvard-Olympia Program - Comparative Cultures Seminar, Center for Hellenic Studies of Harvard University. President of Global Academic Affairs of Euro – American Women’s Council (EAWC). She is the Academic Director of the 3 Summer Universities “Greek Language, Civilization and Media”. The last one this year was held under the auspices of His Excellency The President of the Hellenic Republic Prokopios Pavlopoulos. -
The Internationalisation of Higher Education in the Mediterranean CURRENT and PROSPECTIVE TRENDS
The Internationalisation of Higher Education in the Mediterranean CURRENT AND PROSPECTIVE TRENDS @2021 Union for the Mediterranean Address: Union for the Mediterranean [UfM] ufmsecretariat Palacio de Pedralbes @UfMSecretariat Pere Duran Farell, 11 ES-08034 Barcelona, Spain union-for-the-mediterranean Web: http://www.ufmsecretariat.org @ufmsecretariat Higher Education & Research Phone: +34 93 521 41 51 E-mail: [email protected] Authors: (in alphabetical order): Maria Giulia Ballatore, Raniero Chelli, Federica De Giorgi, Marco Di Donato, Federica Li Muli, Silvia Marchionne, Anne-Laurence Pastorini, Eugenio Platania, Martina Zipoli Coordination: Marco Di Donato, UNIMED; João Lobo, UfM Advisory: Itaf Ben Abdallah, UfM Creative layout: kapusons Download publication: https://ufmsecretariat.org/info-center/publications/ How to cite this publication: UNIMED (2021). The Internationalisation of Higher Education in the Mediterranean, Current and prospective trends. Barcelona: Union for the Mediterranean Disclaimer: Neither the Union for the Mediterranean nor any person acting on behalf of the Union for the Mediterranean is responsible for the use that might be made of the information contained in this report. The information and views set out in this report do not reflect the official opinion of the Union for the Mediterranean. Responsibility for the information and views expressed therein lies entirely with the authors. All care has been taken by the authors to ensure that, where necessary, permission was obtained to use any parts of manuscripts including illustrations, maps and graphs on which intellectual property rights already exist from the titular holder(s) of such rights or from her/his or their legal representative. Copyright: © Union for the Mediterranean, 2021 Reproduction is authorised provided the source is acknowledged. -
Bilingual Education in Burkina Faso an Alternative Approach for Quality Basic Education
Bilingual Education in Burkina Faso An Alternative Approach for Quality Basic Education The book This book presents the history, conceptual foundations, accomplishments and chal- lenges of an educational innovation in Burkina Faso: that of bilingual education. This bilingual education system is designed as a continuum comprised of three levels: early-learning centers for preschool-age children (3 to 6 years), bilingual primary schools for children aged 7 to 11 years and multilingual middle schools for children aged 12 to 16 years. The new system is in keeping with the spirit of Burkina Faso’s education reform law of 30 July 2007. Bilingual education seeks to enable children to acquire a minimum level of edu- cation that gives them the basic knowledge and the tools they need to understand and improve their immediate environment. It is characterized by the use of national languages as both a medium and subject of instruction, the introduction of practical and productive activities, citizenship education, close ties to the local community, study and appreciation of the national culture, involvement of the local population in the design, planning and execution of school programs, and shortening of the duration of schooling by one to two years. Education in Africa Bilingual education in Burkina Faso started with a pilot experiment at the primary level, which ran from 1994 to 1998. It has since been expanded and extended to other Bilingual Education levels of education. Eight national languages are used in complementarity with French. in Burkina Faso The author Paul Taryam Ilboudo was born in 1949 in Nomgana, Burkina Faso.