Bala ga lili: Meeting Indigenous Learners Halfway

2012 ◽  
Vol 28 (2) ◽  
pp. 78-91 ◽  
Author(s):  
Susan Zela Bissett
Keyword(s):  
Critical Pedagogy ◽  
Formal Education ◽  
Local Community ◽  
Community Support ◽  
Education For Sustainability ◽  
Formal Schooling ◽  
Culturally Appropriate ◽  
Cultural Accommodation ◽  
Pedagogy Of Place ◽  
Indigenous Learners

AbstractThe author's experience of the day-to-day issues faced as an educator in an Aboriginal school are recounted, along with perspectives gained as part of a research project. The proposition is argued that an Education for Sustainability approach, where learning is structured around a negotiated environmental issue within local community, represents a cultural accommodation or halfway point between mainstream formal schooling and the needs of Indigenous learners. This article contends that such an educative approach meets Indigenous learners ‘halfway’, through compatibility with Indigenous values frameworks and employing culturally appropriate pedagogical methods. The argument is made that by demonstrating a willingness to negotiate worthwhile environmentally based projects that address community ecological concerns, EfS may be able to improve community support and mitigate impediments to the engagement of Indigenous learners with formal education. A critical pedagogy of place (Grunewald, 2003) is discussed as a theoretical framework that combines place-based pedagogy with empowering educational theory. Indigenous learners’ connection with place is recognised in this approach and ascribed a positive rather than negative value.

Risks of financial abuse of older people with dementia: findings from a survey of UK voluntary sector dementia community services staff

2014 ◽  
Vol 16 (3) ◽  
pp. 180-192 ◽  
Author(s):  
Kritika Samsi ◽  
Jill Manthorpe ◽  
Karishma Chandaria
Keyword(s):  
Online Survey ◽  
Local Community ◽  
Community Support ◽  
Voluntary Sector ◽  
Community Services ◽  
Warning Signs ◽  
Money Management ◽  
Content Type ◽  
Financial Abuse ◽  
People With Dementia

Purpose – Financial abuse of people with dementia is of rising concern to family carers, the voluntary sector and professionals. Little is known about preventative and early response practice among community services staff. The purpose of this paper is to investigate voluntary sector staff's views of the risks of managing money when a person has a dementia and explore ways that individuals may be protected from the risks of financial abuse. Design/methodology/approach – An online survey of staff of local Alzheimer's Society groups across England was conducted in 2011 and was completed by 86 respondents. Open-ended responses supplemented survey questions. Statistical analysis and content analysis identified emergent findings. Findings – Most respondents said their people with dementia experienced problems with money management, with almost half the respondents reporting encountering cases of financial abuse over the past year. Most were alert to warning signs and vulnerabilities and offered suggestions relevant to practice and policy about prevention and risk minimization. Research limitations/implications – Adult safeguarding practitioners are likely to encounter money management uncertainties and concerns about exploitation of people with dementia. They may be contacted by community-based support staff from the voluntary sector about individual queries but could ensure that such practitioners are engaged in local training and networking activities to promote their skills and confidence. Practical implications – As with other forms of elder abuse, professionals need to be aware of risks of financial abuse and be able to suggest effective yet acceptable preventive measures and ways to reduce risks of harm and loss. Further publicity about adult safeguarding services may be needed among local community support services. Originality/value – There have been few studies investigating the views of people working with people with dementia in the community about adult safeguarding.

Leadership Skills Training for Teachers as Leaders: The Research Report on the Erasmus+ CBHE Project. Development of Skills and Teachers Training for Leadership/DeSTT

2021 ◽  
Vol 3 (61) ◽  
Author(s):  
Gainiya Tazhina ◽  
Alessandro Figus ◽  
Ramón Bouzas-Lorenzo ◽  
Diana Spulber
Keyword(s):  
Teacher Training ◽  
Formal Education ◽  
Local Community ◽  
Leadership Skills ◽  
Skills Training ◽  
Research Report ◽  
Project Proposal ◽  
Research Questions ◽  
Teachers Training ◽  
And Training

The DeSTT concept of teacher training for leadership examines the importance of non-formal education, i.e., training for teachers. The monitoring study revealed the urgent needs of Kazakhstani teachers in training their leadership skills. The paper analyzes two sets of research questions (each consists of 6 sub-questions), which we defined as follows: 1) What are the challenges of teacher training/upskilling for leadership and their involvement in the local community? This group of questions was studied at the stage of preparing the project proposal. 2) What are the impacts of DeSTT training on teachers' leadership skills and experiences? This group of questions was studied during the 2nd year of the project lifetime. The purpose of this paper is to indicate the findings and implementation of the concept of preparing teachers for leadership from the project proposal launch to the execution of pilot trainings. Research methods employed in the study are interviews of universities specialists and analyzes of the State data/reports for the project proposal. Observations of training participants and post-training interviews were used to study the 2nd group of research questions. The findings of the study confirm the data obtained in both groups of interviews and observations. Participants were enthusiastic and interested in the pieces of training, aware and confident of the need to continue learning, share experiences, and develop leadership skills achieved in DeSTT training. The reflection on the central terms of leadership and training has proved to be crucial for teachers. Further research is to survey the implications of the DeSTT project for all its consumers. The dissemination and sustainability perspective of the project is to collaborate with the National Center ORLEU for training leadership skills to the instructors from 17 regional branches who, in turn, will train teachers for leadership. The authors acknowledge the Erasmus Plus CBHE for funding the DeSTT project.

scholarly journals The Press as a Resource for Promoting Sustainability Competencies in Teacher Training: The Case of SDG 7

2022 ◽  
Vol 14 (2) ◽  
pp. 857
Author(s):  
Raquel Chuliá-Jordán ◽  
Amparo Vilches Peña ◽  
María Calero Llinares
Keyword(s):  
Science Education ◽  
Teacher Training ◽  
Formal Education ◽  
Master's Degree ◽  
Degree Program ◽  
Education For Sustainability ◽  
The Sustainable Development ◽  
Master's Degree Program ◽  
The Press ◽  
Master’S Degree

Given the seriousness of the socio-environmental situation we are facing, this study aims to contribute to the involvement of teachers in education for sustainability through the use of non-formal education, particularly the press. The main objectives of the present study are to analyse the use of the press in science education, as well as the design, implementation and evaluation of tools aimed at teachers and trainee researchers in order to encourage and promote attention to the Sustainable Development Goals (SDGs) and more specifically SDG 7 (clean and affordable energy for all) in science education. The proposals are carried out using a constructivist methodology in sessions structured in small collaborative groups. The initial results show that attention to the press is still insufficient, but that, nevertheless, the strategies designed contribute to raising awareness of the importance of SDG 7 and to the classroom treatment of the energy issue among the participants in the study who attend a Master’s degree program in secondary education teacher training (specialising in physics and chemistry) and a Master’s degree program in research in specific didactics (specialising in experimental sciences).

scholarly journals Una evaluación crítica de una experiencia de Educación Ambiental para la Sustentabilidad en el nivel educativo básico en Nuevo León, México

2014 ◽  
pp. 184-212 ◽  
Author(s):  
Mtra. Astrid Patricia De León Rodríguez ◽  
Dr. José María Infante Bonfiglio
Keyword(s):  
Elementary Education ◽  
Environmental Education ◽  
Formal Education ◽  
Education For Sustainability ◽  
Elementary Level ◽  
Education Policies ◽  
Nuevo Leon ◽  
Nuevo León ◽  
Educación Primaria

Este trabajo es el resultado de una investigación sobre los mecanismos que pueden ayudar a comprender el uso y la incorporación de los conceptos y las acciones correspondientes a la introducción de la sustentabilidad y educación ambiental dentro de la educación formal en el nivel básico en Nuevo León. El estudio de caso abarca tres instituciones educativas de nivel básico: el Instituto Nezaldi, la Escuela primaria Vicente Guerrero y el Colegio San Patricio. Se toman en cuenta dos corrientes de la sustentabilidad, la naturalsita y la conservacionista, que determinan el enfoque de la Educación Ambiental para la Sustentabilidad en nuestro estado, tanto en teoría como en práctica. También una descripción de políticas públicas educativas, programas y  planes relacionados a la sustentabilidad que existen en la actualidad para la educación primaria en Nuevo León, así como las acciones que se ligan para construir una sociedad sustentable a través de la educación. AbstractThis research is a summary of the implementation of concepts and activities that are related to sustainability and environmental education inside the formal education of Nuevo León. It is a case study, that include three institutions of elementary education level; Instituto Nezaldi, Escuela Vicente Guerrero and Colegio San Patricio. There are also consider two main sustainability theories, naturalist and conservationist that determine the main focus of the Environmental Education for Sustainability in Nuevo León according to theoretical and practice aspects. It is also consider a description of public policies, education policies, sustainable programs that nowadays are available for elementary level students in Nuevo León, as well as all kind of actions that are involved for a sustainable society through education.Recibido: 25 de agosto de 2013Aceptado: 14 de mayo de 2014 

scholarly journals COGNITIVE DECLINE AMONG OLDER ADULTS IN RURAL CHINA: THE PROTECTIVE ROLE OF FORMAL SCHOOLING

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S205-S206
Author(s):  
Yaolin Pei ◽  
Bei Wu ◽  
Zhen Cong ◽  
Mengyao Hu
Keyword(s):  
Older Adults ◽  
Cognitive Decline ◽  
Cognitive Functioning ◽  
Formal Education ◽  
Multilevel Models ◽  
Life Experience ◽  
Sampling Strategy ◽  
Later Life ◽  
Formal Schooling

Abstract Evidence shows that education is strongly associated with cognitive functioning; however, few studies have examined the effect of education on cognitive decline among older adults with very limited education. Our study analyzed six waves of panel data (2001, 2003 2006, 2009, 2012 and 2015) from the Longitudinal Study of Older Adults in Anhui Province, China. We estimated two-level multilevel models of cognitive functioning for older adults age 60+, sampled using probability sampling strategy. We found that having formal schooling was positively associated with better cognitive functioning. Older adults with formal schooling had slower decline in cognition and the gap in cognition between the literate and illiterate widened with age. These findings highlight the role of early life experience in affecting cognitive function in later life and suggest that disadvantages in cognitive functioning accumulate throughout the life course for persons with no formal education.

Is Shadow Education Becoming the ‘New’ Formal? Effects of Pedagogical Approaches of IIT-JEE Coaching on School Education in the City of Delhi

2019 ◽  
Vol 17 (1) ◽  
pp. 14-44 ◽  
Author(s):  
Shalini Punjabi
Keyword(s):  
Formal Education ◽  
Indian Institute ◽  
School Education ◽  
Policy Implications ◽  
Pedagogical Practices ◽  
Shadow Education ◽  
Formal Schooling ◽  
Entrance Exam ◽  
Institute Of Technology ◽  
The City

Formal education has always been the principal model through which societies educate their young. Today, however, schools are seen as non-analytical and are being replaced by logic-based approach of competitive examinations. In India, the growth of shadow education, which is preponderant at the level of secondary education, is providing informal avenues through which the youth garner knowledge and skills. One such avenue is the private coaching for the Joint Entrance Exam to enter into the premier Indian Institute of Technology(s). The article draws on an exploratory study carried out in the city of Delhi and examines the credentialing strategies of IIT aspirants through Joint Entrance Exam coaching and how the pedagogical practices of coaching institutes influence the perceptions and proclivities of aspirants and their families towards school education. I also discuss the policy implications of such practices for formal schooling.

‘British Values Are Also Values All Around the World’: Teaching Fundamental British Values through a Human Rights Lens

2020 ◽  
Author(s):  
Alison E C Struthers ◽  
Julie Mansuy
Keyword(s):  
Human Rights ◽  
Primary Schools ◽  
Formal Education ◽  
National Level ◽  
Formal Schooling ◽  
Desire For Children ◽  
Global Citizens ◽  
Global Context ◽  
National Values ◽  
The Uk

Abstract Since 2014, the promotion of Fundamental British Values (FBV) has been a requirement across formal schooling in England. The agenda has, however, faced criticism from various stakeholders. Much of this denunciation has been directed at the opaque nature of FBV, but the agenda is problematic for more concerning reasons. It is arguable that, in light of the current threat from ethno-nationalism, frameworks such as FBV that focus on a particular definition and formulation of national values run the risk of being interpreted in a manner that is exclusionary and liable to ‘other’ different ethnic groups in the classroom. The FBV framework furthermore overlooks the fact that the UK isalready subject to numerous international human rights obligations, including many that mandate the provision of holistic and effective human rights education at all levels of formal education. This article therefore draws upon the findings of a pilot study conducted with Year 5 learners in four primary schools in the West Midlands showing that teaching about human rights through the FBV agenda is possible, by linking discussion of values at the national level to broader human rights principles. Such an approach satisfies the government’s desire for children to learn about FBV, whilst highlighting that these values also exist in a global context. This, in turn, is likely to be a more effective way of encouraging learners to be global citizens who will contribute to the building of a broader culture that is respectful of human rights.

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