‘Our children are neither here nor there’: an ethnographic look at children’s right to education in Southern Ethiopia

2021 ◽  
pp. 1-12
Author(s):  
Tadesse Jaleta Jirata
Keyword(s):  
Southern Ethiopia ◽  
Right To Education

Arts Education in Canadian Schools as a Tool for the Development of Students’ Key Competences

2018 ◽  
Author(s):  
Alona Bovt
Keyword(s):  
Academic Success ◽  
Personal Development ◽  
Arts Education ◽  
Quality Of Education ◽  
Cultural Participation ◽  
Right To Education ◽  
Technological Competence ◽  
Key Competences ◽  
Development Of Students

The article is about arts education in Canadian schools, used as a tool for the development of students’ key competences. It is proven that arts education fulfils a lot of functions (develops individual capabilities, provides right to education and cultural participation, improves quality of education and the expression of cultural diversity) and has various benefits (intrinsic and extrinsic) for people. It contributes to overall development of students (moral, physical, cognitive, emotional etc.), enhances their motivation and academic success. The article shows that arts education is a powerful tool for developing Essential Graduation Learning- some of the key competences for school graduates: aesthetic expression, citizenship, communication, personal development, problem solving, technological competence, spiritual/moral development.

ACCESS TO EDUCATION WITH ONLINE LEARNING AND OPEN EDUCATIONAL RESOURCES: CAN THEY CLOSE THE GAP?

2008 ◽  
Vol 12 (1) ◽  
Author(s):  
Christine Geith ◽  
Karen Vignare
Keyword(s):  
Online Learning ◽  
Global Education ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Access To Education ◽  
Human Beings ◽  
Right To Education ◽  
Education Gap ◽  
The Right ◽  
Compare And Contrast

One of the key concepts in the right to education is access: access to the means to fully develop as human beings as well as access to the means to gain skills, knowledge and credentials. This is an important perspective through which to examine the solutions to access enabled by Open Educational Resources (OER) and online learning. The authors compare and contrast OER and online learning and their potential for addressing human rights “to” and “in” education. The authors examine OER and online learning growth and financial sustainability and discuss potential scenarios to address the global education gap.

Performance Evaluation of Grain Yield and Yield Related Traits in Common bean Genotypes at Yabello and Abaya, Southern Ethiopia

1970 ◽  
Vol 3 ◽  
pp. 28-34
Author(s):  
Ejigu Ejara, Wassu Mohammed, Berhanu Amsalu ◽  
Zinash Misgana, Mulatu Gabisa, Ganane Tasama
Keyword(s):  
Grain Yield ◽  
Common Bean ◽  
Agronomic Traits ◽  
Southern Ethiopia ◽  
Design Data ◽  
Nutrition Security ◽  
Lattice Design ◽  
Food And Nutrition ◽  
Borana Zone ◽  
Home Consumption

Common bean is among the major crops grown in southern Ethiopia including Borana zone where the majority of the farmers are Agro-pastoralist and produce the crop mainly for home consumption. The area has potential to the production of common bean for food and nutrition security as well as export commodity. However, scarcity of varieties that fit to the environment is one of the major constraints of production. Therefore, this experiment was conducted to evaluate 36 common bean genotypes including seven released varieties to evaluate performance of genotypes for yield and agronomic traits. The field experiment was conducted in 2015 at two locations (Abaya and Yabello) and genotypes were planted in triple lattice design. Data were collected on yield and important agronomic traits. Analysis of variance computed for individual locations and combined analysis over locations revealed significant variations among genotypes for all traits. Moreover, 16.67% of the genotypes had mean grain yield greater than the best performing released variety across locations and the genotypes showed a grain yield as high as 3.25 tons ha-1. Based on results of this study it is recommended to test the high yielding and early maturing genotypes at many locations to develop preferred varieties across many locations.

THE CHALLENGES OF TEACHING FOREIGN LANGUAGES TO STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

2020 ◽  
pp. 115-122
Author(s):  
Elena N. Gur'yanova ◽  
Keyword(s):  
Learned Helplessness ◽  
Educational Needs ◽  
Point Of View ◽  
Teaching Staff ◽  
Technical Equipment ◽  
Special Educational Needs ◽  
Right To Education ◽  
Formal Approach ◽  
Program Compliance ◽  
Special Health

A modern university answering the challenges of the society does not remain aloof to introduce certain inclusive practices. Currently, the legislation of the Russian Federation clearly distinguishes between the concepts of “Disability”, “Special health opportunities “and” Special educational needs”. However, there is a demand to combine all three terms into one, that is “Special educational needs”. The author considers this substitution to be unlawful. The article attempts to analyze each term from the point of view of prospects for each group of students to get higher education, taking into account the peculiarities of their psychophysical development. In addition, the author reviews some difficulties (insufficient technical equipment of the classrooms, learned helplessness of students, lack of knowledge about various nosological groups of disabled people, etc.) and ways to overcome these and other problems such as development of an adapted educational program, compliance with the principles of health conservation, psychological readiness of the teaching staff to work with such students. The author draws the conclusion that only training of teachers and the creation of a special educational space, the inadmissibility of a formal approach to the integration of students with special educational needs can contribute to the successful provision of their right to education.

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