scholarly journals The Narrative Axis and Narrative Space of Jeriji Kasih: A Text Analysis Based on Genuine Literature Literature of Malaysia

2013 ◽  
Vol 26 (1) ◽  
pp. 65-79
Author(s):  
Shamsudin Othman ◽  
◽  
Muhammad Zarif Hassan@Zulkifli
Keyword(s):  
Education Policy ◽  
Text Analysis ◽  
Main Idea ◽  
Literary Texts ◽  
The Novel ◽  
Narrative Space ◽  
National Education ◽  
National Education Policy ◽  
The Subject ◽  
Interesting Story

The change of literary texts for the subject of Malay Literature i n schools brings with it the hope that the text chosen is one of “quality” in order to successfully reach the aims of the National Education Policy. This article is an analysis of the novel Jeriji Kasih (The Confines of Love) which supposedly is written with “an interesting story-telling technique” and is said to be able to impart “knowledge” as well as to shape students into people conscious of goodness, truth and a refined character. The analysis is based on the locally- developed framework of Genuine Literature ( Persuratan Baru ) which aims to examine the extent to which both these claims are true. The main idea in Genuine Literature is the emphasis on “knowledge” as opposed to “narrative”. This analysis shows how the text shapes a “narrative axis” and comes together in a “narrative space”. The analysis of this text also shows that the “narrative space” has been occupied with the “contents of the narrative” through the manipulation of a number of elements such as character and plot. This analysis reveals that the “knowledge” claimed to be contained in this text diverges from the idea of “knowledge” as put forth by Genuine Literature. Keywords: Genuine Literature, narrative axis, narrative space, knowledge, narrative

scholarly journals Tensions in the New Millennium: Inclusion Ideology and Education Policy in the Finnish Comprehensive School

2017 ◽  
Vol 6 (3) ◽  
pp. 287
Author(s):  
Juha T. Hakala ◽  
Marjaana Leivo
Keyword(s):  
Education Policy ◽  
Inclusive Education ◽  
International Research ◽  
Comprehensive School ◽  
School Education ◽  
Social Phenomena ◽  
National Education ◽  
National Education Policy ◽  
The Subject ◽  
Real Growth

This article examines the discrepancy between the ideology of inclusive education and the national education policy in the Finnish comprehensive school education. The study covers twenty years and is based on observations that indicate that the change in comprehensive school education, grounded in inclusive education ideals, has been slow. This has been the case, even though Finnish education policy has, on principle, committed to many international statements that promote inclusion ideology. The data consists primarily of statistics indicating the number of students in special education and national and international research on the subject. It confirms our supposition, but also the fact that statistics are not merely challenging but also capable of distorting reality. While examining the changes in student quantities over the last twenty years, we came to the conclusion that the fluctuation does not result from any real growth in student numbers. Changes in statistical methods, terminology in the field of study, norms, education systems or even social phenomena can also cause distortion.

Reorienting Agricultural Education System in India

2020 ◽  
Vol 7 (03) ◽  
Author(s):  
UMESH SRIVASTAVA
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Education System ◽  
Agricultural Education ◽  
Environmental Science ◽  
Computer Application ◽  
Global Knowledge ◽  
National Education ◽  
National Education Policy ◽  
The Government

In order to revitalize Indian education system, the Government of India has recently approved National Education Policy-2020 (NEP-2020) and proposed sweeping changes including opening up of Indian higher education to foreign universities, dismantling of the UGC and the AICTE, introduction of a 4-year multidisciplinary undergraduate program with multiple exit options, and discontinuation of the M Phil program. It aims at making ‘India a global knowledge superpower’. In the light of National Education Policy-2020, agricultural education system needs to be redefined in India as it increases knowledge or information and farmer’s capacity to learn. As the level of agricultural education increases, farmers will become more and more self-reliant and will depend more on their self-studies dealing with farming. It is suggested that reorientation of agricultural higher education in context of globalization, food security, diversification, sustainability of ecosystems, and agribusiness is necessary. The curriculum of agricultural higher education needs to be made more broad based and manpower has to be trained scientifically in topics such as biotechnology, genetic engineering, agro-meteorology, environmental science, agro-ecology, computer application, information technology, conservation of natural and human resources, specialized job-oriented courses, and trade and export in agribusiness. Finally, adequate emphasis should be placed on practical skills and entrepreneurial capabilities among the students to achieve excellence. To properly address the challenges faced by today’s Indian agriculture, competent human resource in sufficiently large numbers would be required in the near future. There is a vast scope for young graduates to undertake agriculture as their profession which is directly or indirectly contributing to the economic and social development of the country.

scholarly journals The Transition enabling Lifelong Learning: A thematic generalization of the national education policy 2020 in India

2021 ◽  
Author(s):  
Manasa Chandramouli ◽  
K B Vinay ◽  
G V Naveen Prakash ◽  
N S Lingegowda ◽  
Madhusudhan H S, ◽  
...  
Keyword(s):  
Education Policy ◽  
Empirical Study ◽  
Lifelong Learning ◽  
Specific Area ◽  
National Education ◽  
National Education Policy ◽  
New Education

<p>Changes in the education policy is normally viewed with apprehension by the teachers, as it brings a change to a higher or lower level, involving novel skills of learning and running through for the improvisation of the tasks done routinely. This paper scouts the new education policy 2020 and its empirical study in which the data is investigated about the earlier policies in depth. It is a framework, helpful for developing expertise in the specific area where the teachers have often felt anxiety.</p>

scholarly journals Corpus Assisted Approach To Armah’s The Beautyful Ones Are Not Yet Born

2021 ◽  
Vol 2 (1) ◽  
pp. 27-40
Author(s):  
Samuel Kwesi Nkansah
Keyword(s):  
Thematic Analysis ◽  
Numerical Data ◽  
Qualitative Description ◽  
Literary Texts ◽  
The Novel ◽  
The Real ◽  
The Subject ◽  
Methodological Approaches ◽  
Context Of Use ◽  
Objective Investigation

Armah’s The Beautyful Ones are not yet Born is a novel known for its extensive portrayal of the ills and anomalies in the Ghanaian society right after independence. The majority of studies on the novel have overwhelmingly concluded that corruption is the preoccupation of the text. This view appears skewed in many respects. This paper argues that the corpus assisted approach can contribute methodologies to support objective investigation of the subject matters of the text. This study, adopting the corpus-assisted approach in a mix of numerical data and qualitative description of Armah’s The Beautyful Ones are not yet Born, used frequencies of the occurrence of pejorative terms in the text to determine the dominant subject matters in the novel. The approach reveals that “rot” and “decay” are the most dominant motifs used, followed by “filth”, “corruption”, and “bribery”. It suggests that clusters, i.e., recurrence of words, characters’ association with the words, and context of use serve as textual cues in thematic exploration. The approach aids in revealing that the real intent of The Beautyful Ones Are Not Yet Born is that the total breakdown of the society rests on seemingly insignificant characters. The paper has implications for methodological approaches to thematic analysis of literary texts, particularly, the novel.

scholarly journals The Myth of Teacher Shortage in India

2021 ◽  
Author(s):  
Sandip Datta ◽  
Geeta Gandhi Kingdon
Keyword(s):  
Public Schools ◽  
Education Policy ◽  
Teacher Shortage ◽  
Allocation Rule ◽  
Evidence Based ◽  
National Education ◽  
Public Elementary Schools ◽  
Median Size ◽  
National Education Policy ◽  
The Individual

This paper examines the widespread perception in India that the country has an acute teacher shortage of about one million teachers in public elementary schools, a view repeated in India’s National Education Policy 2020. Using official DISE data, we show that there is hardly any net teacher deficit in the country since there is roughly the same number of surplus teachers as the number of teacher vacancies. Secondly, we show that measuring teacher requirements after removing the estimated fake students from enrolment data greatly reduces the required number of teachers and increases the number of surplus teachers, yielding an estimated net surplus of about 342,000 teachers. Thirdly, we show that if we both remove fake enrolment and also make a suggested hypothetical change to the teacher allocation rule to adjust for the phenomenon of emptying public schools (which has slashed the national median size of public schools to a mere 64 students, and rendered many schools ‘tiny’), the estimated net teacher surplus is about 764,000 teachers. Fourthly, we highlight that if government does fresh recruitment to fill the supposed nearly one-million vacancies as promised in the National Education Policy 2020, the already modest national mean pupil-teacher-ratio of 22.8 would fall to 15.9, at a permanent fiscal cost of nearly Rupees 480 billion (USD 6.6 billion) per year in 2017-18 prices, which is higher than the individual GDPs of 56 countries in that year. The paper highlights the major economic efficiencies that can result from an evidence-based approach to teacher recruitment and deployment policies.

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