Left behind? Internally migrating children and the ontological crisis of formal education systems in South Asia

2021 ◽  
pp. 1-18
Author(s):  
Caroline Dyer ◽  
Vijitha Rajan
Keyword(s):  
South Asia ◽  
Formal Education ◽  
Education Systems ◽  
Left Behind

scholarly journals Industrial Relations Education in Canada: The Perspective of Vocational/Technical Educators

2005 ◽  
Vol 33 (2) ◽  
pp. 205-216
Author(s):  
C. R.P. Fraser
Keyword(s):  
Formal Education ◽  
Industrial Relations ◽  
Education Systems

This paper discusses the relevancy of industrial relations education in the formal education Systems in Canada, and through analysis of a survey of vocational and technical educators, examines their perceptions of IR education in Canada generally, and in vocational/technical institutions specifically.

A Combination of Non-Formal and Formal Education Systems for the Students Studying Mechatronics Engineering and Improving Practical Skills and Synergistic Abilities

2015 ◽  
Vol 220-221 ◽  
pp. 981-988
Author(s):  
Audrius Jasėnas ◽  
Eligijus Toločka
Keyword(s):  
Formal Education ◽  
Engineering Industry ◽  
Theoretical Knowledge ◽  
Practical Skills ◽  
Education Systems ◽  
Logical Scheme ◽  
Education Projects

The article analyses the possibilities of and demand for a combination of non-formal and formal education systems for the students studying mechatronics engineering and improving practical skills and synergistic abilities. The paper surveys the sector of Lithuanian engineering industry as well as its competitiveness and non-formal education of young specialists relevant to the sector. The publication also reviews the results of profit and demand for non-formal education projects concerning the students studying mechatronics engineering. The piece of writing provides a model and its logical scheme for improving the theoretical knowledge and practical skills of young mechatronics specialists through non-formal education.

The Use of Indigenous People's Pedagogic Way of Learning for Preschool and School Teachers

2019 ◽  
pp. 60-76
Author(s):  
Maluleka Khazamula Jan
Keyword(s):  
Social Justice ◽  
Indigenous Knowledge ◽  
Indigenous People ◽  
Education System ◽  
John Rawls ◽  
Formal Education ◽  
Main Issue ◽  
School Teachers ◽  
Education Systems ◽  
Western Education

The main issue that bothers indigenous people is an unequal and unjust representation of their knowledge in relation to the formalized Western education system. Despite the affirmation of indigenous knowledge by the Declaration on the Rights of Indigenous Peoples, the Western formal education system defines what knowledge and teaching methods are authentic or not. The purpose of this chapter is to determine the value of the indigenous knowledge and their pedagogic methods for preschool and school teachers. The data collected has been critically analyzed through John Rawls' theory of social justice. There is an agreement between authors and teachers that indigenous people had education systems that sustained them for years. This chapter provides some recommendations on how these valuable methods of teaching can be incorporated into the mainstream education systems.

An Example of Entrepreneurship in Women's Education

2021 ◽  
pp. 21-44
Author(s):  
Selda Şan ◽  
Ali Yılmaz ◽  
Selen Subaşı ◽  
Saif Mohammed
Keyword(s):  
Literature Review ◽  
Vocational Education ◽  
Women's Education ◽  
Formal Education ◽  
13Th Century ◽  
Economic Stability ◽  
Education Systems ◽  
Entrepreneurial Characteristics ◽  
Education Of Women

The organization of Akhism (Ahilik) is an example of non-formal education, established on Anatolian soil in the 13th century. With its women's branch—Bajiyan-ı Rum/Bacılık/sisterhood—it aims to educate women professionally and helps women contribute to society. It is expected from women and men to be good and moral individuals, tradesmen, craftsmen, or traders. By doing their jobs well, they managed to achieve economic stability in society. Women were given the opportunity to have entrepreneurial characteristics in the community and to do their best in line with their own abilities. Akhism/Bacılık system affected the Turkish states and education systems established on Anatolian lands. The effect also continues today. In this chapter, which is a literature review, what the Akhism/Bajiyan-ı Rum system is, its place in the vocational education of women, and its effect on today were discussed.

Infrastructure

2020 ◽  
pp. 212-240
Author(s):  
Tirthankar Roy
Keyword(s):  
Medical Care ◽  
South Asia ◽  
Private Enterprise ◽  
Scientific Research ◽  
Colonial Rule ◽  
Ordinary People ◽  
Left Behind ◽  
Statistical Systems

At independence in 1947, the visible legacy of colonial rule in South Asia was the modern infrastructure that the regime had left behind, the ports, canals, the telegraph, sanitation, medical care, urban waterworks, universities, postal system, courts of law, railways, meteorological office, statistical systems, and scientific research laboratories. All of it involved British knowhow, adapted to the Indian environment with Indian help, and assisted governance directly or indirectly. But once built, such assets did not serve only the empire but also helped private enterprise and ordinary people lead better lives. Chapter 8 shows the motivations that drove these projects and the effects they produced.

scholarly journals Converging and Diverging Points of Indigenous Education and Formal Education Systems in Nepal: A Case of Tharu Community

2019 ◽  
Vol 4 (2) ◽  
pp. 111-122
Author(s):  
Dhruba Prasad Niure
Keyword(s):  
Formal Education ◽  
Indigenous Education ◽  
Group Discussion ◽  
Research Process ◽  
Educational Institutions ◽  
Educational Goals ◽  
Education Systems ◽  
Study Results ◽  
Indigenous Children ◽  
Teachers And Students

This study was carried out to explore the converging and diverging points of indigenous education and formal education systems of Nepal. The entire research process of the study was guided by the interpretive-constructivist paradigm followed by a case study design. Tharu teachers and students were chosen as a sample by using a purposive sampling method and then in-depth interviews, focus group discussion, and document analysis was used as the main methods of garnering intensive information regarding the similarities and differences of indigenous education and formal education systems primarily in reference to Tharu community. Study results reveal that both formal and indigenous education systems have their own educational goals, curriculum, teachers, and both of them impart particular knowledge and skills to the learners by using certain instructional techniques. Nevertheless, both education systems are not identical to each other in terms of learning environment, skills-focused, nature of learning, type of teachers, the medium of instruction, and assessment devices. As a result, Tharu children show poor academic performance within the formal education system as compared to non-indigenous children. Coherence between formal curricular contents and indigenous knowledge should be made to provide relevant and effective educational services to indigenous children within formal educational institutions for the purpose of improving their living standards in the future through quality education.

scholarly journals The Educational System and the Ethnic Skills Gap among the Working-Age Population: An Analysis of 16 Western Immigration Countries

2020 ◽  
Vol 6 ◽  
pp. 237802312092571
Author(s):  
Jan Paul Heisig ◽  
Merlin Schaeffer
Keyword(s):  
Formal Education ◽  
Second Generation ◽  
Educational Aspirations ◽  
Children Of Immigrants ◽  
Education Systems ◽  
Structural Integration ◽  
Working Age ◽  
Using Data ◽  
Immigrant Optimism ◽  
Labor Market Attainment

Research shows that children of immigrants, the “second generation,” have comparatively high educational aspirations. This “immigrant optimism” translates into ambitious educational choices, given the second generation’s level of academic performance. Choice-driven (comprehensive) education systems, which allow the children of immigrants to follow their ambitions, are therefore regarded as facilitating their structural integration. The authors focus on an underappreciated consequence of these findings. If the second generation strives for higher qualifications than children of native-born parents with similar performance, working-age children of immigrants should have lower skills than children of native-born parents with comparable formal education. This could result in (statistical) employer discrimination and ultimately hamper integration. This pattern should be particularly pronounced in choice-driven education systems and in systems that emphasize vocational education. Two-step regression models using data on 16 countries support these expectations. The authors explore implications of these findings for comparative research on ethnic gaps in labor market attainment.

Concepts and Definitions of Lifelong Learning

2020 ◽  
Author(s):  
Paul J. Hager
Keyword(s):  
Informal Learning ◽  
Lifelong Learning ◽  
Knowledge Creation ◽  
Formal Education ◽  
Lifelong Education ◽  
Education Systems ◽  
Learning Society ◽  
Economic Competitiveness ◽  
Key Concepts ◽  
Key Issues

This chapter introduces key concepts, including lifelong education, lifelong learning, recurrent education, and the learning society, and outlines key issues that have shaped this field. Firstly, the origins and main understandings of lifelong learning and cognate concepts from the 1970s are discussed. Commonalities across these key concepts are highlighted, as are crucial differences that created conflicting understandings. A schema is presented to compare and classify different understandings of the concepts. Secondly, the resurgence of interest in lifelong learning from the 1990s onward is traced, and the reasons for it are discussed. These include economic competitiveness and globalization, as well as the more recent emphases on knowledge creation and the learning society. The rise to pre-eminence of the concept of lifelong learning has put an unprecedented focus on learning itself. However, diverse understandings about the nature of learning have fueled ongoing disagreements about the role and significance of lifelong learning. Some interpretations limit the scope of learning to the kinds characteristic of formal education systems. Others regard lifelong learning as covering all kinds of informal learning. These differing valuations underpin much of the ongoing disputes about lifelong learning. Thirdly, the emerging notion of the learning society is outlined and discussed. Debates around the learning society have produced new variants of four common criticisms leveled earlier at lifelong education and lifelong learning. The conceptual conflicts stimulated by the notion of the learning society continue the now familiar pattern of major disagreements that earlier marked the concepts of lifelong education and lifelong learning.

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