Gross attendance ratio (GAR) in higher education in India, by urban and rural areas and by gender, 2007-08

2013 ◽  
pp. 438-460
Author(s):  
Zulkefli bin Ibrahim ◽  
Ainin Sulaiman ◽  
Tengku M. Faziharudean

Malaysia aims to be an information society by the year 2020 can only be achieved if the mass population, that include those who live in the rural area, has the access to use the ICT. This is due to the uneven distribution of the basic telecommunication infostructure between the urban and rural areas in Malaysia that left the rural area to be at the disadvantage to access the ICT. Meanwhile, there are many programs that have been implemented by the government to encourage the rural population to use the Internet, such as ‘Kedaikom’, a community based telecenter serving the rural population. A questionnaire survey was conducted to investigate how ‘Kedaikom’ as a community based telecenter could assist in diffusing the usage of the ICT to the rural population. The result from the survey has indicated that the community telecenter could be used to bridge the digital divide between the underserved rural community and the well-accessed urban community. More of the rural population, especially from the younger generation and those with higher education background (irrespective of age) are using the community telecenter to be connected to the Internet.


Author(s):  
Zulkefli bin Ibrahim ◽  
Ainin Sulaiman ◽  
Tengku M. Faziharudean

Malaysia aims to be an information society by the year 2020 can only be achieved if the mass population, that include those who live in the rural area, has the access to use the ICT. This is due to the uneven distribution of the basic telecommunication infostructure between the urban and rural areas in Malaysia that left the rural area to be at the disadvantage to access the ICT. Meanwhile, there are many programs that have been implemented by the government to encourage the rural population to use the Internet, such as ‘Kedaikom’, a community based telecenter serving the rural population. A questionnaire survey was conducted to investigate how ‘Kedaikom’ as a community based telecenter could assist in diffusing the usage of the ICT to the rural population. The result from the survey has indicated that the community telecenter could be used to bridge the digital divide between the underserved rural community and the well-accessed urban community. More of the rural population, especially from the younger generation and those with higher education background (irrespective of age) are using the community telecenter to be connected to the Internet.


1993 ◽  
Vol 7 (4) ◽  
pp. 220-228 ◽  
Author(s):  
Laing Barden

Regional differences between, for example, the centre and the periphery and between urban and rural areas result in different forms of university–industry collaboration. This article examines different forms of international linkages and sets them in the context of such perennial industry–higher education issues as the involvement of SMEs, the different forms of technology transfer and the advantages of collaboration to the respective parties.


2016 ◽  
Vol 13 (2) ◽  
pp. 99-118 ◽  
Author(s):  
Dawn Bennett ◽  
◽  
Anne Power ◽  
Chris Thomson ◽  
Bonita Mason ◽  
...  

Reflection is an essential part of students’ critically reflective development within experiential-learning contexts; it is arguably even more important when working cross-culturally. This paper reports from a national, arts-based service-learning project in which students in creative arts, media and journalism, and pre-service teachers worked with Aboriginal people in urban and rural areas of Australia. The paper uses Ryan and Ryan’s (2010) 4Rs model of reflective thinking for reflective learning and assessment in higher education to ascertain the effectiveness of the project work toward engendering a reflective mindset. The paper discusses how students learned to engage in critical self-monitoring as they attended to their learning experiences, and it describes how they “wrote” their experiences and shaped their professional identities as they developed and refined the philosophy that related to their developing careers. Examples taken from the narratives of students, community partners and academic team members illustrate the principal finding, which is that through a process of guided reflection, students learned to reflect in three stages: a preliminary drawing out of existing attitudes and expectations; a midway focus on learning from and relating to past experiences; and a final focus on reciprocal learning, change and future practice. The three stages were apparent regardless of program duration. Thus, program phase rather than academic year level emerged as the most important consideration when designing the supports that promote and scaffold reflection.


2018 ◽  
Vol 2 (2) ◽  
pp. 340-359
Author(s):  
Siti Farida

Abstrak: Sejak awal kekuasaannya, Dinasti Abbasiyah sangat memperhatikan perkembangan pendidikan. Hamper diseluruh wilayah Islam berdiri berbagai macam lembaga pendidikan. Lembaga-lembaga tersebut tersebar di perkotaan dan perdesaan. Perkembangan lembaga pendidikan yang demikian maju pada masa Dinasti Abbasiyah telah disertai dengan penataan kurikulum yang baik. Ketika itu terdapat tiga jenis kurikulum di madrasah-madrasah: kurikulum pendidikan rendah, menengah dan kurikulum pendidikan tinggi. Kurikulum pendidikan rendah bentuknya bervariasi, tergantung pada tingkat kebutuhan masyarakat. Namun secara umum kurikulum yang diajarkan ketika itu adalah belajar membaca, menulis, tata bahasa, hadits, prinsip-prinsip dasar matematika, dan syair. Selain itu ada pula yang menambahkan pelajaran nahwu dan cerita-cerita kepahlawanan Islam.bahkan ada kurikulum yang sebatas menghafal Al-Qur’an dan menkaji dasar-dasar ajaran Islam. Kurikulum pendidikan tinggi dibagi menjadi dua jurusan : jurusan ilmu-ilmu agama dan jurusan ilmu pengetahuan umum. Kurikulum agama terdiri dari fikih, nahwu, kalam, kitabah, dan lain-lain. Sedangkan kurikulum umum terdiri dari matematika, logika, ilmu angka-angka, geometri, astronomi, music, aritmatika, hukum-hukum geometri dan sebagainya.   Kata Kunci: Kurikulum, Abbasiyah   Abstract:Since the beginning of his power, The Abbasid dynasty paid great attention to the development of education. Almost all Islamic regions stand a variety of educational institutions. These institutions are scattered in urban and rural areas. The development of such an educational institution advanced during the Abbasid period has been accompanied by a good curriculum arrangement. At that time there were three types of curriculum in Madrasahs: low, middle, and higher education curricula. The lower education curriculum varies in form, depending on the level of community needs. But in general the curriculum taught at the time was learning to read, write, grammar, hadith, basic principles of mathematics, and poetry. In addition there are also add nahwu lessons and Islamic heroic stories.bahkan there is a curriculum that is merely memorize the Qur'an and examine the basics of Islamic teachings. The higher education curriculum is divided into two majors: the majors of the religious sciences and the general science department. The religious curriculum consists of fiqh, nahwu, kalam, kitabah, and others. While the general curriculum consists of mathematics, logic, numerology, geometry, astronomy, music, arithmetic, geometry laws and so on. Keywords: Curriculum, Abbasiyah


2007 ◽  
Vol 34 (2) ◽  
pp. 307-317 ◽  
Author(s):  
J. SEITZ

Modernization of agriculture, economic development and population increase after the end of the Thirty Years' War caused authorities in many parts of Germany to decree the eradication of so-called pest animals, including the House Sparrow. Farmers were given targets, and had to deliver the heads of sparrows in proportion to the size of their farms or pay fines. At the end of the eighteenth century German ornithologists argued against the eradication of the sparrows. During the mid-nineteenth century, C. L. Gloger, the pioneer of bird protection in Germany, emphasized the value of the House Sparrow in controlling insect plagues. Many decrees were abolished because either they had not been obeyed, or had resulted in people protecting sparrows so that they always had enough for their “deliveries”. Surprisingly, various ornithologists, including Ernst Hartert and the most famous German bird conservationist Freiherr Berlepsch, joined in the war against sparrows at the beginning of the twentieth century, because sparrows were regarded as competitors of more useful bird species. After the Second World War, sparrows were poisoned in large numbers. Persecution of sparrows ended in Germany in the 1970s. The long period of persecution had a significant but not long-lasting impact on House Sparrow populations, and therefore cannot be regarded as a factor in the recent decline of this species in urban and rural areas of western and central Europe.


Sign in / Sign up

Export Citation Format

Share Document