scholarly journals Adapting Pedagogy to Cultural Context

2021 ◽  
Author(s):  
Matthew C. H. Jukes ◽  
Yasmin Sitabkhan ◽  
Jovina J. Tibenda
Keyword(s):  
Cultural Context ◽  
Student Behavior ◽  
Basic Education ◽  
Present Evidence ◽  
Teaching Activities ◽  
Effective Learning ◽  
Class A ◽  
Culturally Influenced ◽  
The Right ◽  
Speak Up

This paper argues that many pedagogical reform efforts falter because they fail to consider the cultural context of teacher and student behavior. Little guidance exists on how to adapt teaching practices to be compatible with culturally influenced behaviors and beliefs. We present evidence from three studies conducted as part of a large basic education program in Tanzania showing that some teaching activities are less effective or not well implemented because of culturally influenced behaviors in the classroom, namely children’s lack of confidence to speak up in class; a commitment to togetherness, fairness, and cooperation; avoidance of embarrassment; and age-graded authority. We propose ways teaching activities can be adapted to take these behaviors into account while still adhering to fundamental principles of effective learning, including student participation in their own learning, teaching at the right level, and monitoring students as a basis for adjusting instruction. Such adaptations may be made most effective by engaging teachers in co-creation of teaching activities.

The Scope and Content of Section 75(1)(a) of the Zimbabwean Constitution: An International Law Approach

2020 ◽  
Vol 53 (2) ◽  
Author(s):  
Chiedza Simbo
Keyword(s):  
International Law ◽  
Education System ◽  
Basic Education ◽  
The State ◽  
Education Act ◽  
The Government ◽  
The Right ◽  
Basic Education System

Despite the recent enactment of the Zimbabwean Constitution which provides for the right to basic education, complaints, reminiscent of a failed basic education system, have marred the education system in Zimbabwe. Notwithstanding glaring violations of the right to basic education by the government, no person has taken the government to court for failure to comply with its section 75(1)(a) constitutional obligations, and neither has the government conceded any failures or wrongdoings. Two ultimate questions arise: Does the state know what compliance with section 75(1)(a) entails? And do the citizens know the scope and content of their rights as provided for by section 75(1)(a) of the Constitution of Zimbabwe? Whilst it is progressive that the Education Act of Zimbabwe as amended in 2020 has addressed some aspects relating to section 75(1)(a) of the Constitution, it has still not provided an international law compliant scope and content of the right to basic education neither have any clarifications been provided by the courts. Using an international law approach, this article suggests what the scope and content of section 75(1)(a) might be.

scholarly journals The role of prefrontal cortex in working memory: examining the contents of consciousness

1998 ◽  
Vol 353 (1377) ◽  
pp. 1819-1828 ◽  
Author(s):  
◽  
S. M. Courtney ◽  
L. Petit ◽  
J. V. Haxby ◽  
L. G. Ungerleider
Keyword(s):  
Working Memory ◽  
Prefrontal Cortex ◽  
Visual Processing ◽  
Right Hemisphere ◽  
Functional Organization ◽  
Spatial Working Memory ◽  
Domain Specificity ◽  
Long Term Memory ◽  
Present Evidence ◽  
The Right

Working memory enables us to hold in our ‘mind's eye’ the contents of our conscious awareness, even in the absence of sensory input, by maintaining an active representation of information for a brief period of time. In this review we consider the functional organization of the prefrontal cortex and its role in this cognitive process. First, we present evidence from brain–imaging studies that prefrontal cortex shows sustained activity during the delay period of visual working memory tasks, indicating that this cortex maintains on–line representations of stimuli after they are removed from view. We then present evidence for domain specificity within frontal cortex based on the type of information, with object working memory mediated by more ventral frontal regions and spatial working memory mediated by more dorsal frontal regions. We also propose that a second dimension for domain specificity within prefrontal cortex might exist for object working memory on the basis of the type of representation, with analytic representations maintained preferentially in the left hemisphere and image–based representations maintained preferentially in the right hemisphere. Furthermore, we discuss the possibility that there are prefrontal areas brought into play during the monitoring and manipulation of information in working memory in addition to those engaged during the maintenance of this information. Finally, we consider the relationship of prefrontal areas important for working memory, both to posterior visual processing areas and to prefrontal areas associated with long–term memory.

Professional Retraining in the Staffing System for the Mining Enterprises

2021 ◽  
pp. 79-84
Author(s):  
O.I. Kazanin ◽  
◽  
M.A. Marinin ◽  
A.M. Blinov ◽  
◽  
...  
Keyword(s):  
Professional Education ◽  
Work Experience ◽  
Basic Education ◽  
Integrated Approach ◽  
Legal Framework ◽  
Industrial Safety ◽  
Number Of Factors ◽  
The Right ◽  
Additional Education ◽  
Engineering Personnel

The issues are considered related to providing mining enterprises with the engineering personnel capable of managing mining and blasting operations. At present, not all the mining enterprises have a full staff of specialists and managers who are legally entitled to manage mining and blasting operations. Some employees who previously had such a right, after changes in the legal framework, ceased to meet the new requirements. The analysis is presented concerning the competencies required to perform these production functions, as well as educational programs that allow acquiring these competencies. The importance of professional retraining programs for solving these problems and the imperfection of the modern regulatory framework, which practically excludes the possibility of obtaining the right to manage mining and blasting operations, even after professional retraining for persons with a higher technical education in a non-mining profile, are shown in the article. An integrated approach is proposed for resolving the issues of the admissibility of obtaining the right to manage mining and blasting operations by these persons considering a number of factors: basic education, work experience and positions held at a mining enterprise, completed training in programs of additional education and professional retraining. Such programs should be developed and implemented by the organizations with experience in training mining engineers and having a license from Rosobrnadzor for the right to implement programs not only for additional professional education, but also for higher professional mining education. The need is substantiated in developing professional standards for managers of mining and blasting operations at the enterprises for the extraction of solid minerals. Recommendations were developed for amending the federal rules and regulations in the field of industrial safety in order to ensure the possibility of using professional retraining programs for training and final certification of the managers of mining and blasting operations.

scholarly journals The Child's Right to Basic Education in Nigeria: A Commentary on the Decision in SERAP v. Nigeria

2018 ◽  
Vol 26 (4) ◽  
pp. 639-648 ◽  
Author(s):  
Aisosa Jennifer Isokpan ◽  
Ebenezer Durojaye
Keyword(s):  
Basic Education ◽  
Case Note ◽  
Third Parties ◽  
Government Officials ◽  
Right To Education ◽  
The Right ◽  
The Impact

This case note focuses on the justiciability as well as the impact of corruption on the realisation of the right to basic education. Through an assessment of the decision of the ECOWAS Court in SERAP v. Nigeria, it emphasises the role of states in ensuring that corrupt activities of government officials or third parties do not affect the enjoyment of the right. It equally emphasises the role of the Nigerian courts in ensuring a justiciable right to education.

scholarly journals A EDH NA EDUCAÇÃO BÁSICA SEGUNDO O PMEDH E O PNEDH: DIREITO UNIVERSAL E PRÁTICA QUE RESGUARDA A DIVERSIDADE

2019 ◽  
Vol 24 (2) ◽  
pp. 315-337
Author(s):  
Cristiani Pereira de Morais Gonzalez ◽  
Maria Creusa De Araújo Borges
Keyword(s):  
Human Rights ◽  
Local Community ◽  
Basic Education ◽  
Educational Practice ◽  
Human Rights Education ◽  
Descriptive Research ◽  
Primary And Secondary Education ◽  
National Human ◽  
The World ◽  
The Right

A partir de uma pesquisa teórico-normativa e descritiva, busca-se descrever a Educação em Direitos Humanos (EDH) na educação básica, que está traçada na 1ª fase do Programa Mundial para Educação em Direitos Humanos (PMEDH) e no Plano Nacional de Educação em Direitos Humanos (PNEDH). Consoante o primeiro, a EDH na educação básica é direito de todas as crianças, e prática educativa que deve ser desenvolvida nos sistemas de ensino primário e secundário; e, segundo o último, ainda, na comunidade escolar em interação com a comunidade local. Constata-se que a concepção de EDH contida nesses documentos é permeada pelo elemento da universalidade, havendo resguardo da diversidade quanto à prática.  Based on a normative and descriptive research, the goal is to describe Human Rights Education (HRE) in basic education that is outlined in the first phase of the World Program for Human Rights Education (WPHRE) and in the National Human Rights Education Plan (NHREP). According to first, HRE in basic education is the right of all children and the educational practice that must be developed in primary and secondary education systems; and, according to latter, still in the interation between the school community and the local community. It is verified that the concept of HRE contained in these documents is permeated by universality, protecting the diversity in the practice.

scholarly journals The Mind In Its Own Place: The Difficulties and Benefits of Thinking for Pleasure

2019 ◽  
Author(s):  
Timothy D. Wilson ◽  
Erin Corwin Westgate ◽  
Nick Buttrick ◽  
Daniel Gilbert
Keyword(s):  
Positive Affect ◽  
Intervention Study ◽  
Present Evidence ◽  
Trade Off ◽  
Everyday Lives ◽  
The Right ◽  
The Mind ◽  
Is Value

This chapter is concerned with a type of thinking that has received little attention, namely intentional “thinking for pleasure”—the case in which people deliberately focus solely on their thoughts with the goal of generating positive affect. We present a model that describes why it is difficult to enjoy one's thoughts, how it can be done successfully, and when there is value in doing so. We review 36 studies we have conducted on this topic with just over 10,000 participants. We found that thinking for pleasure does not come easily to most people, but can be enjoyable and beneficial under the right conditions. Specifically, we found evidence that thinking for pleasure requires both motivation and the ability to concentrate. For example, several studies show that people enjoy thinking more when it is made easier with the use of “thinking aids.” We present evidence for a trade-off model that holds that people are most likely to enjoy their thoughts if they find those thoughts to be personally meaningful, but that such thinking involves concentration, which lowers enjoyment. Lastly, we review evidence for the benefits of thinking for pleasure, including an intervention study in which participants found thinking for pleasure enjoyable and meaningful in their everyday lives.

scholarly journals THE RIGHT TO MOTHER-TONGUE EDUCATION: PRACTICABLE OR NOT?

Obiter ◽  
2021 ◽  
Vol 34 (2) ◽  
Author(s):  
Chrizell Chürr
Keyword(s):  
South African ◽  
Basic Education ◽  
Mother Tongue ◽  
Cumulative Effect ◽  
The South ◽  
National Education ◽  
Mother Tongue Education ◽  
South African Constitution ◽  
The Right ◽  
South African Schools Act

Mother-tongue and mother-tongue education are recognized worldwide as one of the most efficient ways to function cognitively and socially. This article addresses the role of proper mother-tongue education with an emphasis on the importance of “language” since language is vital to a child’s right to a basic education in all its dimensions. Without mother-tongue education, every child’s right to learn and to become a skilful adult, able to participate independently in society, is at risk. The cumulative effect of the South African Constitution, the National Education Policy Act, the South African Schools Act, several international instruments and a number of ground-breaking cases, as well as the interaction between them on mother-tongue education will be examined. The implementation of certain education models will also be proposed.

scholarly journals Living Value Education Bagi Anak Berbasis Al-qur’an

2021 ◽  
Vol 20 (1) ◽  
pp. 73-90
Author(s):  
Musyfiq Amrullah
Keyword(s):  
David Hume ◽  
Basic Education ◽  
Moral Values ◽  
Human Potential ◽  
Mutual Cooperation ◽  
Personal Benefit ◽  
Plural Form ◽  
Library Research ◽  
Root Word ◽  
The Right

The conclusion of this dissertation is that Living Value Education for children is based on The Quran, namely the education of the values of life in the form of religious, nationalist, integrity,  independence,  tolerance,  and mutual cooperation which are the actualization of the maqâshid al-Qur'an. namely personal benefit        common benefit  and benefit to build a community. These values must be taught to become personalities to students which are based on the child's psychological development, namely at the basic level, because in this level they have a high enough egocentricity and tend not to have the will to see many things from the perspective of others. This LVE is integrated through the intracurricular, co- curricular and extracurricular learning processes in educational institutions. The concept of LVE in the al-Qur'an for children is to make value education with the principle of not burdening  giving light burdens (and instilling responsibility with the principle of gradual/gradual. Living Value Education for children is found as life value education that starts from the time the child is in the womb to the age of puberty. This is based on the terms of the Quran related to children, namely: 1. Walad  shows the child who is born, whether there is a nasab connection or not and the term walad does not limit whether they are still small or already large; 2. Ibn (which means boy or bint is a girl. This term is taken from the root word banau (the plural form is abnâأ). The mention in Arabic, it is possible that a child is a building for their parents. Parents as figures to build it. Allah made the parents as the builders of the building to create independent offspring; 3. Tifl  a newborn child, the word thiflu means a child who still needs guidance and nurture; 4. Gulam  shows a child who is entering puberty. From these four terms, it can be concluded that children from birth to puberty need education and build them so that they are stable and independent. So the basic education degree is the right level to strengthen the basics of Living Value Education. This writing supports the opinion of al-Ghazâly and Abdullah Nâsih 'Ulwan about education starting from womb, Thomas Lickona about the necessity to instill moral values and character that can be taught in schools, even schools have the authority to train values, morals and character. This dissertation also supports the opinion of David Hume, about values that oppose the concept of Decrates' Rationality, which justifies values and morality based on reason alone. This dissertation also supports the opinion of Darwis Hude and Doni Koesoema about human potential which is not limited to intelligence, but there are several other intelligences that need to be developed in a balanced manner and evaluation of assessments is not only focused on cognitive ones.This dissertation also supports the opinions of Ibn Kathir, Muhamad Qutbh, Nasaruddin Umar, and Nur Arfiyah Febriani about gender, namely that a mother is allowed to have activities outside the home with several conditions. On the other hand, this dissertation is different from Thomas Aquinas' concept of value, which considers good and bad values not by his will but only tools of God's behavior, the concept of values and the concept of Living Value Education (LVE) Diana Tillman, Rani Anggraini Dewi, and ALIVE (Association For Living Value Education) International. They only limit Living Value Education to twelve values, namely: peace, appreciation, love, responsibility, happiness, cooperation, honesty, humility, tolerance, simplicity, freedom, and unity. This dissertation is also different from Thomas Lickona's opinion which limits moral values with respect and responsibility. This dissertation is also different from the opinion of al-Qurthuby and As-Suyuthy who refuse women to engage in public activities.The method used by the author in this study used a qualitative method, based on library research (library research) using a transcendental phenomonology approach. Meanwhile, the method of interpretation used is the thematic method (tafsir maudhu'i) both when analyzing problems and when using the verses of the Qur'an.

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