scholarly journals COMMISSION 46: ASTRONOMY EDUCATION AND DEVELOPMENT

2008 ◽  
Vol 4 (T27A) ◽  
pp. 424-428
Author(s):  
Magdalena G. Stavinschi ◽  
Rosa M. Ros ◽  
Jay M. Pasachoff ◽  
Johannes Andersen ◽  
Susana E. Deustua ◽  
...  
Keyword(s):  
Astronomy Education ◽  
The World ◽  
Education And Development

Commission 46 continues its task in the triennium, which started in September 2006. It seeks to further contribute to the development and improvement of astronomical education at all levels all over the world through various projects initiated, maintained and to be developed by the Commission, and by disseminating information concerning astronomy education.

scholarly journals A history of IAU Commission C1: a look from the Newsletters

2018 ◽  
Vol 13 (S349) ◽  
pp. 419-430
Author(s):  
Paulo S. Bretones
Keyword(s):  
International Schools ◽  
Vice Presidents ◽  
Astronomy Education ◽  
School Activities ◽  
Business Meetings ◽  
The World ◽  
History Of ◽  
Education And Development ◽  
Over 40 Years

AbstractThis work aims to present the partial results of a project to collect and analyze all the issues of the Newsletters of Commission C1 (Astronomy Education and Development), formerly named Commission 46. The sources and the (hard) work to obtain printed editions, digitalize and make them available on the Internet are shown. Over 40 years, 86 issues from 1977 until 2017 were published. The Newsletters list the structure of the Commission featuring the names of presidents, vice-presidents, organizing committee, editors, printing and distribution responsible with editorial and presidential letters in the cover. A preliminary analysis of contents of the published material is done. The results present the main subjects of stories that were related to papers, teaching materials, book reviews, courses and meetings. Many solar eclipses and other phenomena were reported. Reports of important projects of the commission were published, such as: International Schools for Young Astronomers (ISYAs), the travelling telescope among others WG projects. Stories of travels and triennial reports from many countries were continuously published presenting many actions and activities for all school levels, non-school activities such as planetariums and many other astronomy subjects. Reports of the education sessions and business meetings held during the IAU GAs and projects in developing countries complemented these publications. Occasionally, papers dealing with great questions and subjects can be found. There are many published contributions that show the participation of many members from many countries and the efforts to improve the astronomy education throughout the world. The surveyed material can be very useful for the next generations of astronomy education researchers, practitioners and teachers, not only as a repository of historical documents, but also as an inspiration for future projects.

scholarly journals Special Session 5 Astronomy for the developing world

2006 ◽  
Vol 2 (14) ◽  
pp. 639-671 ◽  
Author(s):  
John B. Hearnshaw ◽  
Peter Martinez
Keyword(s):  
Developing Countries ◽  
World Wide ◽  
Developing World ◽  
Special Session ◽  
International Astronomical Union ◽  
Astronomy Education ◽  
International Astronomical ◽  
The World ◽  
Strong Commitment ◽  
Education And Development

The International Astronomical Union has a strong commitment to the development of astronomical education and research throughout the world, especially in those countries developing economically. This commitment is in part through the work of IAU Commission 46 for astronomy education and development. Within that commission, the Program Group for the World-wide Development of Astronomy (PGWWDA) coordinates many of these activities, promoting the development of astronomy in developing countries.

Her Majesty Queen Rania Al Abdullah

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Education System ◽  
Ministry Of Education ◽  
Childhood Experiences ◽  
The Sustainable Development ◽  
American University ◽  
The North ◽  
The World ◽  
Development Goals ◽  
High Level ◽  
Education And Development

“The real treasure is in the minds of our children, and all we have to do is extract it.” Her Majesty Queen Rania Al Abdullah writes in website Queen Rania Foundation For Education And Development www.qrf.org/en. Rania Al Yassin was born on August 31, 1970. She obtained her Bachelor’s degree in Business Administration from the American University of Cairo in 1991. She applied this, first, to a banking career in Jordan and, later, to the information technology sector. After marrying Prince Abdullah bin Al Hussein on June 10, 1993, they went on to have four children: Prince Hussein, Princess Iman, Princess Salma, and Prince Hashem. In addition to being a wife and mother, Queen Rania works hard to lift the lives of Jordanians by supporting their endeavours and helping to create new opportunities for them. Locally, she is committed to breathe new life into the public education system; empower communities and women especially through microfinance initiatives; protect children and families; and drive innovation, technology and entrepreneurship, especially amongst young people. Internationally, Queen Rania is an advocate for tolerance, compassion and bridge building between people of all cultures and backgrounds. Her efforts to simultaneously challenge stereotypes of Arabs and Muslims, and promote greater understanding and acceptance between people of all faiths and cultures, have won her global recognition. Her Majesty’s passion is education. She believes that every Jordanian girl and boy, and all children, should have access not only to stimulating classrooms and modern curricula, but inspiring teachers and technology that can connect Jordan’s children to the world and the world to Jordan’s children. Her efforts in the education sector complement the work of the Ministry of Education through initiatives such as the Jordan Education Initiative, the Queen Rania Teachers Academy, Madrasati, Edraak and others. To realize these and so much more, Queen Rania has encouraged private sector partners to drive improvements and strengthen the foundations of Jordan’s education system. Queen Rania is also a global voice for access to quality education for children around the world. In 2009, Her Majesty championed the 1 Goal campaign for education; she is Honorary Chair of the UN Girl’s Education Initiatives and has advocated access to education in forums and gatherings around the world. Her work and her efforts to improve the learning opportunities for children have been recognized at the highest levels, nationally, regionally and internationally. Additionally, through her position on their boards, Her Majesty contributes to the work of the United Nations Fund and the World Economic Forum. She is the Eminent Advocate for UNICEF; and she was part of the UN appointed High Level Panel who advised on the shape and content of the Sustainable Development Goals which aim to improve the lives of millions of people before 2030. In recognition of her work, Her Majesty has humbly accepted many awards, locally, regionally and globally. These include the Walther Rathenau Award from the Walther RathenauInstitut in Germany for her efforts to greater peace and understanding; the James C. Morgan Global Humanitarian Award from Tech Awards, USA; the Arab Knight of Giving Award from Arab Giving Forum, UAE; the North South Prize by the North South Prize, Portugal; as well as the YouTube Visionary Award. Her Majesty authored several books primarily for children including the Sandwich Swap, which was inspired by her own childhood experiences.

An International Perspective on Child Day-Care Health

PEDIATRICS ◽  
1994 ◽  
Vol 94 (6) ◽  
pp. 1085-1087
Author(s):  
Patrick Olin MD, PhD ◽  
B. N. Tandon ◽  
Julius S. Meme ◽  
E. Lee Ford-Jones ◽  
Mark Belsey ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Day Care ◽  
Focal Point ◽  
Community Organizations ◽  
International Labor Organization ◽  
Childhood Education ◽  
International Panel ◽  
The World ◽  
Education And Development

If we are committed to the health and development of children, we need to recognize that the vast majority of the world's women are working women. In Africa, 80% of the women are actively engaged in economic activities outside the home. The "economic miracle" in Southeast Asia was made possible by the nimble fingers of thousands of women working in textile and electronics factories. There is need for pre-day-care advocacy for infants, through promotion of breast feeding and maternity leave. When the mother returns to work, the standard of the International Labor Organization should be applied, namely "...the care of children while the parents are working cannot be ignored because it forms a focal point on which three main concerns of development policy—work, health, and education—converge." Several principles emerged from the presentations in the international panel: 1. Child-care programs must be community based, using the resources of the families and the community organizations themselves. 2. Programs require the active involvement of the communities, women's groups, and other partners. 3. Programs are modified by innovations created by community organizations, universities, and other groups. 4. Programs require the mobilization of trained young men and women into the field of early childhood education and development. This international panel provided an overall uniting theme, that throughout the world the hope for the survival and better life for children unites parents of every country and every creed. This is one of the most powerful and strongest motivational resources in the world. We need to recognize the power of this hope and address that hope, providing with a certain degree of humility that there exist no single model, and no single country has all the answers. By respecting the ideas of the many innovations and different approaches of women, parents, and families, we can find the answers. There is a clear need for national networks as well as for international networks, exchanges of information, sharing of experience, and mobilization of the social resources in advocating early childhood education and development for the world's children.

scholarly journals Pre-service Astronomy Education of Teachers

2005 ◽  
Vol 13 ◽  
pp. 1044-1045
Author(s):  
Mary Kay Hemenway
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Teacher Preparation ◽  
Elementary Level ◽  
Secondary Teacher ◽  
Education Programs ◽  
General Science ◽  
Main Interest ◽  
Astronomy Education ◽  
The World

There is little research on elementary/secondary teacher preparation. Few teachers are called upon to teach astronomy specifically, or their astronomy teaching is peripheral to their main interest (e.g., general science at lower levels or physics at higher levels). Statistics indicate that large increases in student populations are expected throughout the world. “In 1997, 1.2 billion students were enrolled in schools around the world. Of these students, 668 million were in elementary-level programs, 398 million were in secondary programs, and 88 million were in higher education programs.” (Digest, 2002) These figures included large increases from the 1990 figures, e.g. 38% increase in secondary education and 68% in higher education for Africa, as opportunities to obtain an education and population both grew. (Digest, tables 395 and 412).

scholarly journals Sciences and audiences along the last century: the impact of Astronomy Education

2018 ◽  
Vol 13 (S349) ◽  
pp. 474-478
Author(s):  
Rosa M. Ros ◽  
Beatriz Garca
Keyword(s):  
Secondary Teachers ◽  
Astronomy Education ◽  
Interest In Science ◽  
The Past ◽  
The World ◽  
History Of ◽  
The Impact ◽  
Made In ◽  
Science Activities

AbstractJust as in the past, the development of the natural sciences and in particular of astronomy has changed the history of humanity. If we think about the role of our discipline into the future, it shows its enormous power in the field of education, owing to the possibility of awakening interest in science in very varied audiences. Within the framework of the enormous progress made in the technologies related to astronomy, many of them of daily use, the role of the astronomer in the era of Communications acquires fundamental importance.In this presentation, we will try to make a journey through the different ways of presenting astronomical topics for different audiences over the last 100 years. In turn, we will show some specific achievements, associated with education programmes of the discipline. We discuss the impact produced by proposals that are both rigorous in terms of content, and also appeal to the development of the human being in an integral manner, within the framework of citizen science activities.For this research, we have taken into account the uninterrupted development of the NASE programme, which has performed 112 courses in 24 countries throughout the world and in different languages. NASE has involved 4966 secondary teachers in the last eight years.

scholarly journals The impact on education of Astronomical Olympiads and the International Olympiad on Astronomy and Astrophysics

2019 ◽  
Vol 200 ◽  
pp. 01011
Author(s):  
Greg Stachowski ◽  
Aniket Sule
Keyword(s):  
Common Goal ◽  
School Students ◽  
Astronomy Education ◽  
The World ◽  
Valuable Element ◽  
The Common ◽  
The Impact ◽  
Astronomy And Astrophysics ◽  
International Events ◽  
Global Reach

Astronomical Olympiads and similar competitions for highschool students have been run in some countries for more than half a century, and last year marked the tenth anniversary of the largest such competition with global reach, the International Olympiad on Astronomy and Astrophysics. The effect of these has been to reach out to a large number of school students who might not otherwise have considered astronomy as a subject; help maintain a high, guided standard of astronomy education even in countries where astronomy is not (or no longer) on the curriculum; and to encourage those students who participate to strive harder and pursue astronomy further by giving them goals to aim for, rewarding their efforts with medals, recognition and participation in the international events in interesting locations and, above all, showing them that there are many other students just like them both in their own country and around the world. Many of the students go on to careers in astronomy education or research. We believe that Astronomy Olympiads are a very valuable element in the astronomy education framework which can be used to further the common goal of sustaining and growing the astronomical community.

FUNDS AND PROGRAMS FOR SUPPORTING EDUCATION IN RURAL AREAS IN POLAND

2017 ◽  
Vol XIX (5) ◽  
pp. 119-128
Author(s):  
Jolanta Kondratowicz-Pozorska
Keyword(s):  
Social Development ◽  
Rural Areas ◽  
Rural Population ◽  
Scientific Literature ◽  
Research Institutions ◽  
National Institutions ◽  
The World ◽  
Eu Policies ◽  
Education And Development ◽  
The Eu

The aim of this paper is to present the different forms of support and the accompanying them sources of funding which were allocated for the education and development of the rural population between 2002 and 2016 and define the effects of these activities. A number of the EU policies, programs (including national ones), offers of various foundations for the rural population have been reviewed. Scientific literature, empirical materials and description of the EU and national institutions have been studied, as well as programs supporting the economic and social development of rural areas in Poland. The data required to write the article come from research institutions such as IRWiR, IERiGŻ and available GUS’s and The World Bank’s publications.

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