Environmental Science in the Formal Education Service

1977 ◽  
pp. 17-22
Author(s):  
S.McB. Carson
Keyword(s):  
Formal Education ◽  
Environmental Science ◽  
Education Service

scholarly journals Decoloniality of school governance in Lesotho: A Religio-historical approach

2021 ◽  
Vol 103 ◽  
Author(s):  
Rev. Dr. Rasebate Isaac Mokotso
Keyword(s):  
Christian Education ◽  
Formal Education ◽  
School Management ◽  
School Governance ◽  
Colonial Discourse ◽  
Power Struggle ◽  
Education Service ◽  
Border Thinking ◽  
The Church ◽  
System Border

In this work, I examined the church's continuous ownership and governance of schools in Lesotho using colonial discourse analysis. I began by underlining the power struggle between the church and the state in school management, which dates back to the introduction of Western formal education in Lesotho by missionaries. I then argued that coloniality is the cause of the church's continued ownership and governance of schools. I also demonstrated how the church's continued ownership and administration of schools has harmed the church's credibility while also jeopardising education service delivery in the country. Decoloniality is presented as a counter-approach in my recommendation. Decoloniality deconstructs and reveals the limitations of coloniality ideology masquerading as the truth of events, as promoted by both religious and secular fundamentalists. Decoloniality proposes border thinking at various stages of delinking from a mission Christian education system. Border thinking assumes a diversity of viewpoints, with religious and secular viewpoints coexisting in the delivery of public education.

scholarly journals Using Minecraft to engage children with science at public events

2019 ◽  
Vol 3 (2) ◽  
pp. 142-160
Author(s):  
Laura Hobbs ◽  
Carly J Stevens ◽  
Jackie Hartley ◽  
Mark K Ashby ◽  
Isobel Lea ◽  
...  
Keyword(s):  
Computer Games ◽  
Formal Education ◽  
Environmental Science ◽  
Computer Game ◽  
Science Research ◽  
University Outreach ◽  
Public Events ◽  
Novel Approach ◽  
Few Data ◽  
Scientific Skills

Engagement with science and scientific skills is an important aspect of children's ability to navigate the world around them, but engagement with science is low in comparison with other subjects. The Lancaster University outreach project Science Hunters takes a novel approach to engaging children with environmental science research through a constructivist pedagogical approach using the popular computer game Minecraft . While Minecraft is extensively used in formal education settings, few data are available on its use in public engagement with scientific research, and the relationship between children's and adults' attitudes to science and computer games are complex. Through motivational surveys conducted as part of the project evaluation, we analysed feedback from participants who attended sessions as part of a programme at public events, to explore the basic demographics of children attending our events, and whether it is the prospect of learning about science, or the opportunity to play Minecraft that leads them to choose our activity. We also present evaluation of general feedback from participants at public events over four years to give a broader view of participants' response to the activities.

scholarly journals Strengthening Non-formal Education Institutions in Indonesia through Accelerating the Implementation of Information Technology Literacy

2020 ◽  
Vol 6 ◽  
pp. 00020
Author(s):  
Tasril Bartin
Keyword(s):  
Information Technology ◽  
Formal Education ◽  
Industrial Revolution ◽  
Service Systems ◽  
Technology Literacy ◽  
Educational Institutions ◽  
Learning Needs ◽  
Education Service ◽  
Long Time ◽  
Business As Usual

Non-formal education is flexible, acts as a complement, substitute, and enhancer of knowledge and skills that are not obtained through formal education. However, during the 4.0 industrial revolution, it turns out that most of the services of informal educational institutions in Indonesia have not been maximized, especially in relation to the COVID-19 pandemic. Their learning services and institutional management are still conventional and business as usual. They are not able to adjust to the flow of information technology developments that are so fast. Conventional non-formal education institutions are unable to compete with digital-based non-formal education institutions which have generally not been established for a long time, even though their main business is not located in non-formal education services. This paper will theoretically examine the development of information technology literacy today, predict future opportunities and challenges, and what solutions should be implemented immediately by non-formal educational institutions by shifting service patterns from conventional education service systems to digital-based education service systems. Only with the massive changes in information technology, non-formal educational institutions can compete and can serve the maximum learning needs of society.

Classification of Infant Vocalizations by Untrained Listeners

2019 ◽  
Vol 62 (9) ◽  
pp. 3265-3275
Author(s):  
Heather L. Ramsdell-Hudock ◽  
Anne S. Warlaumont ◽  
Lindsey E. Foss ◽  
Candice Perry
Keyword(s):  
Formal Education ◽  
Additional Insight ◽  
Listener Responses ◽  
Infant Vocalization ◽  
Early Infant ◽  
Infant Vocalizations ◽  
Audio Recordings ◽  
Speech And Language Development ◽  
Insight Into

Purpose To better enable communication among researchers, clinicians, and caregivers, we aimed to assess how untrained listeners classify early infant vocalization types in comparison to terms currently used by researchers and clinicians. Method Listeners were caregivers with no prior formal education in speech and language development. A 1st group of listeners reported on clinician/researcher-classified vowel, squeal, growl, raspberry, whisper, laugh, and cry vocalizations obtained from archived video/audio recordings of 10 infants from 4 through 12 months of age. A list of commonly used terms was generated based on listener responses and the standard research terminology. A 2nd group of listeners was presented with the same vocalizations and asked to select terms from the list that they thought best described the sounds. Results Classifications of the vocalizations by listeners largely overlapped with published categorical descriptors and yielded additional insight into alternate terms commonly used. The biggest discrepancies were found for the vowel category. Conclusion Prior research has shown that caregivers are accurate in identifying canonical babbling, a major prelinguistic vocalization milestone occurring at about 6–7 months of age. This indicates that caregivers are also well attuned to even earlier emerging vocalization types. This supports the value of continuing basic and clinical research on the vocal types infants produce in the 1st months of life and on their potential diagnostic utility, and may also help improve communication between speech-language pathologists and families.

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