Teacher Education through ODL: Policy Initiatives

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Bajarang Bhushan
Keyword(s):  
Teacher Education ◽  
Policy Initiatives ◽  
Progressive Development ◽  
Set Up

Education is a strong weapon through which we can change our world. This is Education which assists us to get our desired objectives set up by us due to our needs. Progressive development is our fundamental characteristics. Education guides us on a progressive and developmental ways. Thus, we can understand the importance of Education for our lives.

scholarly journals Phonology in Teacher Education in Nigeria: The Igbo Language Example

2011 ◽  
Vol 1 (1) ◽  
Author(s):  
Linda Chinelo Nkamigbo
Keyword(s):  
Teacher Education ◽  
General Education ◽  
Sub Saharan Africa ◽  
Standard English ◽  
Crucial Aspect ◽  
Sound System ◽  
African Languages ◽  
Qualified Teachers ◽  
Sub Saharan ◽  
Set Up

The goals of education cannot be achieved without language. Language is actively involved in the production of qualified teachers who will teach at various levels of the educational system. Furthermore, linguistics is the area of study that is concerned with objective and empirical study of language, and phonology undoubtedly is a crucial aspect of this set up. This paper addresses the issues of phonological facilitation and interference in both teacher training and general education in sub-Saharan Africa. These phonological phenomena are critically examined as they feature in Igbo, one of the major African languages, spoken predominantly in South-Eastern Nigeria. The sound system of Igbo influences that of the English of the native Igbo speakers. Therefore, this paper recommends that the language instructor should focus on the variations in the English of the native Igbo speakers in order to achieve a near Standard English by the Igbo speakers of English.

scholarly journals THE COMMUNITARIZATION OF THE EUROPEAN UNION’S DEFENCE POLICY

2021 ◽  
pp. 29-42
Author(s):  
KATARINA VATOVEC
Keyword(s):  
Global Strategy ◽  
Successful Implementation ◽  
Security Threats ◽  
Political Will ◽  
Member States ◽  
Policy Initiatives ◽  
Defence Policy ◽  
Set Up ◽  
Recent Policy ◽  
The Eu

Povzetek V prispevku se zagovarja teza, da postopni koraki, začeti z institucionalnim okvirjem, ki ga je postavila Lizbonska pogodba leta 2009, prek sprejetja Globalne strategije Evropske unije leta 2016 do nedavnih političnih pobud in vpeljanih mehanizmov ter njihove implementacije na področju obrambne politike, omogočajo komunitarizacijo te politike. Prek izkušenj, številnih političnih pobud in njihove uspešne implementacije ter zavedanja o sodobnih geopolitičnih spremembah s tradicionalnimi in novimi varnostnimi grožnjami se lahko počasi ustvarja politična volja držav članic. Ta je potrebna za proces komunitarizacije, ki dolgoročno lahko vodi k oblikovanju Evropske obrambne unije. Ključne besede Obramba politika, Evropska unija, komunitarizacija. Abstract This paper argues that incremental steps, beginning with the institutional set-up framed by the Lisbon Treaty in 2009, through the adoption of the EU Global Strategy in 2016, to recent policy initiatives, endorsed mechanisms and their implementation in the field of defence, are paving the way towards its communitarization. The political will of Member States could be gradually generated through experience, through a number of policy initiatives and their successful implementation, and through the awareness of the contemporary geopolitical changes with traditional and new security threats. The process of communitarization is dependent on the Member States’ political will, and could eventually lead towards building a European Defence Union. Key words Defence policy, European Union, communitarization.

Codification and Development of International Law

1955 ◽  
Vol 49 (1) ◽  
pp. 16-43 ◽  
Author(s):  
H. Lauterpacht
Keyword(s):  
United Nations ◽  
International Law ◽  
Present Article ◽  
General Assembly ◽  
Progressive Development ◽  
The United Nations ◽  
Set Up ◽  
International Law Commission ◽  
Law Commission ◽  
First Session

The object of the present article is to survey the problems and to assess the achievements and prospects of the codification of international law within the United Nations in the light of the experience of the first five years of the activity of the International Law Commission. The Charter, in Article 13, imposes upon the General Assembly the obligation to “initiate studies and to make recommendations … for the purpose of encouraging the progressive development of international law and its codification.” In pursuance of that article the General Assembly set up the International Law Commission and adopted a Statute regulating its functions and organization. The first session of the Commission took place in 1949. Since then, it has been meeting in yearly sessions lasting between eight and eleven weeks.

scholarly journals Dwudziestolecie Zakładu i Katedry Historii Wychowania w Uniwersytecie Szczecińskim (1992–2012)

2019 ◽  
pp. 155-163
Author(s):  
Robert Jankowski
Keyword(s):  
Teacher Education ◽  
History Of Education ◽  
Education Department ◽  
Independent Unit ◽  
History Of ◽  
Education College ◽  
Set Up ◽  
The University ◽  
Adam Mickiewicz

The History of Education, one of the courses offered at teacher education studies at the University of Szczecin, has been taught since the 1960’s. It was then when Teacher Education College in Szczecin was set up as a branch of Adam Mickiewicz University, Poznań. In 1973 Teacher Education College was transformed into an independent unit – Pedagogy Academy. The establishment of the University of Szczecin in 1985 marked a new chapter in the process of the development of the history of education as a course offered at pedagogical studies. History of Education Department was set up in 1992 and professor Danuta Koźmian was chair of the department throughout its existence. Scientific and didactic work of professor Danuta Koźmian first at Teacher Education College, through Pedagogy Academy and the University of Szczecin has been crucial for the development of the history of education as a course taught at teacher education studies in Szczecin. In 2008 professor Danuta Koźmian retired and the Council of the Faculty of Humanities at the University of Szczecin established the Chair for the History of Education appointing professor Wiesław Andrukowicz,  Ph.D its head.

From EMI to ICLHE

2020 ◽  
pp. 179-204
Author(s):  
Cristina Escobar Urmeneta
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Teacher Educators ◽  
Pilot Project ◽  
Bachelor's Degree ◽  
Planning Tool ◽  
Internationalisation At Home ◽  
Faculty Of Education ◽  
Set Up ◽  
L2 Medium

Sensitive to the demands expressed by society concerning the need to boost foreign language competences in schools, The Faculty of Education of a university based in Catalonia, Spain, set up an English-Medium Teacher Education Bachelor's Degree (EMI-TED) based on the “Internationalisation at Home” model formulated by Nilsson. Basing itself on ethnographic and documentary data collected in the course of years 1 to 4 of the pilot project, this chapter reports on the process followed by the team of EMI instructors in their attempts to plan and deliver their subjects while remaining responsive to the unique challenges posed by the use of an additional language as the vehicle for learning. More specifically, it reports on their attempts to collaboratively design a planning tool that would help them to organise their teaching and cater for the simultaneous development of both the students' professional competences and their language and discourse competences in English. The chapter ends with a set of recommendations for L2-medium teachers and teacher educators.

Moving toward: using a social justice curriculum to impact teacher candidates

2019 ◽  
Vol 13 (4) ◽  
pp. 320-337
Author(s):  
Megan Adams ◽  
Sanjuana Rodriguez
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Teacher Candidates ◽  
Social Justice Education ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Content Type ◽  
Set Up ◽  
The Impact ◽  
Social Justice Curriculum

Purpose Public schools are spaces where capital-T transformation in teachers is needed (Guillory, 2012). To shift schools to places where all communities are valued, teacher education programs must create spaces where shifts in beliefs and practice can occur. This study aims to describe how the use of a social justice curriculum framework impacted teacher candidates by creating such a space. Design/methodology/approach This is an ethnographic study. Qualitative ethnography is appropriate when “the study of a group provides an understanding of a larger issue” (Creswell, 2015, p. 466). In this case, studying the impact of a social justice framework on the children and teacher candidates in the program allows the researchers to capture the relationships developed during the course of the program and study. Findings The framework created valuable experiences for both teacher candidates and elementary age participants. Data were collected to determine the impact of the program on all participants. The authors discuss implications for practitioners planning a social justice curriculum and for teacher educators planning field experiences for teacher candidates. Research limitations/implications The need for shifting beyond culturally relevant pedagogy has been well documented in the field (Cho, 2017; Guillory, 2012; Paris, 2012). Moving toward – culturally sustaining pedagogy, multicultural social justice curriculum, critically conscious teachers – must be a priority in teacher education (Banks, 2013; Convertino, 2016). This has been explored in other studies, particularly in studies of merging – or emphasizing – multicultural and social justice education and curricula (Cho, 2017; Lawyer, 2018; Sleeter, 2018). What sets this study apart, and what needs further exploration diverse, is how to set up multicultural social justice education projects involving culturally and economically teacher education candidates and students working together (Cammarota, 2016; Lawyer, 2018; Valenzuela, 2016). Originality/value The questions that arise from this study make it new in the field. These include how to set up these diverse field experiences, including how to increase recruitment and retention of culturally and economically marginalized students in teacher education programs (Cammarota, 2016; Castaneda, Kambutu and Rios, 2006). These are important questions to consider in designing research and recruitment projects in colleges of teacher education. Exploring how to push multicultural education into multicultural social justice education deserves additional attention and exploration (Cammarota, 2016; Lawyer, 2018; Sleeter, 2018; Valenzuela, 2016).

A Sound Framework for ICT Integration in Indian Teacher Education

2021 ◽  
Vol 4 (1) ◽  
pp. 49-67
Author(s):  
Arnab Kundu
Keyword(s):  
Teacher Education ◽  
Information And Communication Technologies ◽  
Conceptual Analysis ◽  
Communication Technologies ◽  
Teacher Education Programs ◽  
Ict Integration ◽  
Exclusion Criteria ◽  
Information And Communication ◽  
Major Shift ◽  
Set Up

This conceptual analysis aimed at preparing a sound framework for healthy integration of information and communication technologies (ICTs) in Indian teacher education practices. An extensive and integrative literature review was made following the inclusion-exclusion criteria. The models proposed in several previous studies were also gone through and adequately contextualised with the needs and ethos of Indian teacher education programs to build an innovative framework leveraging the optimum potentials of ICTs in educational set up. The findings of the study synthesized with a proposal to build a sound framework for an ideal ICTs integration in Indian teacher education scenario based on seven cardinal principles of good practices with a major shift in emphasis from ‘education for ICT' to ‘ICT for education', effective to accost the educational transformations for 21st century India. The implication was that by adopting such a sound framework the teacher education in the country could exploit the genuine benefits of ICTs thereby augmenting its educational outputs to the fullest.

Conclusion: theoretical approaches and a path from the Crimea to stability

2017 ◽  
Author(s):  
James W. Peterson
Keyword(s):  
Policy Initiatives ◽  
Border Regions ◽  
Military Exercises ◽  
Theoretical Approaches ◽  
Syrian Civil War ◽  
The Crimea ◽  
Set Up ◽  
The Baltic ◽  
The Impact ◽  
The Relationship

In terms of the ten theoretical approaches presented in Chapter One, the balance of power model carried the most explanatory force in tracing the evolution of the Russian-American relationship. The multipolar model also was strong in depicting the impact on Russian-American relations by other interested states, and it also is useful in studying the impact of that relationship on other nations and their leaders. Further, realism is the best theoretical tool in characterizing motives behind many policy initiatives of the two states. As a result, there were many points at which erosion in the relationship occurred. Their very different reactions to the Syrian civil war was one major example, but so also were continuing military provocations. Russians carried out numerous military exercises in very sensitive border regions, while the West was able to use NATO capabilittes to set up deterrents to Russian ambitions. However, convergence between the two did occur in some ways. Russian-American diplomatic tactics were minimal but meaningful, while President Putin also reached out in unexpected ways to nations such as Iran and Greece. American contacts were those of reassurance to Ukraine and the anxious states in the Baltic region as well as Poland.

scholarly journals Data security management and data protection for video conferencing software

2020 ◽  
Vol 1 (1-2) ◽  
pp. 39-50
Author(s):  
Nicolas John ◽  
Maximilian Wellmann
Keyword(s):  
Data Protection ◽  
Ad Hoc ◽  
Video Conferencing ◽  
Security Management ◽  
Personal Data ◽  
General Data Protection Regulation ◽  
Progressive Development ◽  
Security Issues ◽  
Set Up ◽  
Feasible Solutions

Abstract Corona crisis and video conferencing software – two terms that now belong together. However, the demands controllers have on video conferencing software can quickly reach the limits of data protection regulations. In recent years, the progressive development of video conferencing software has already excited many users and led to significant growth. In ad hoc situations, like the Corona pandemic, issues regarding data protection are all too often neglected. This is fatal considering the fact that the implementation of video conferencing software is accompanied by a large number of data protection and security issues that must be addressed and weighed up by the controller. At first glance, technically feasible solutions can quickly turn out to be “Trojan horses” and pose a serious threat to personal data. Therefore, the selection, set-up and use of data protection-compliant video conferencing software is of great importance for controllers. This article aims to examine relevant questions regarding data protection and security management from a European legal perspective. In particular, the detailed analysis of the requirements of the General Data Protection Regulation (GDPR) as well as the practical consequences for the controller should provide practicians an overview of the legal problems associated with the implementation and use of video conferencing software.

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