Mathematics in the college general education program

1957 ◽  
Vol 50 (2) ◽  
pp. 155-159
Author(s):  
T. M. Simpson
Keyword(s):  
High Schools ◽  
General Education ◽  
Education Program

Like general mathematics in the high schools, mathematics for general education in the colleges is not a well-defined subject.

scholarly journals Reality and Measures for Developing Integrated Teaching Capacity of Chemistry Teachers in High Schoool

2020 ◽  
Author(s):  
Vu Thi Thu Hoai
Keyword(s):  
High Schools ◽  
General Education ◽  
Education Program ◽  
Teaching Practice ◽  
School Education ◽  
Education Curriculum ◽  
Chemistry Teachers ◽  
New School ◽  
General Education Curriculum ◽  
Teaching Competence

Integrated teaching competence is one of the most important competencies teachers capacity adapting to the requirements of reforming the general education curriculum. Researching and application of an integrated teaching perspective has been interested by many educators and teachers to research and apply in teaching practice. However, the reality of the teaching practice of teachers in general and teachers of chemistry in high schools is needed to concern. This paper researches the capacity teaching at high schools and proposes the measures to develop this capacity for teachers in order to contribute to improving the teaching capacity of teachers, meeting the requirements of a new school education program.

History of Prison Education in Ghana

2018 ◽  
pp. 179-196
Author(s):  
Alex Kortey Addo
Keyword(s):  
High Schools ◽  
General Education ◽  
Education Program ◽  
Vocational Training ◽  
Prison Education ◽  
Literacy Program ◽  
Education Programs ◽  
History Of ◽  
Education In Ghana ◽  
Second Chance

The needs to discipline and train prisoners for work, has become a convention that all nations including Ghana have come to accept with a view to churning out productive ex-prisoners. Thus, the aim prison education programs in Ghana is to turn inmates into useful citizens and the purpose of vocational training is to equip prisoners with skills which they can utilize to make a living. Additionally, the purpose for setting up the Junior and Senior High Schools is to give a second chance to inmates who dropped out of school before they were incarcerated. Similarly, the functional literacy program was introduced to teach illiterate prisoners how to read and write English, Akan, Ga, and Ewe languages. The chapter also discusses the duration, enrollment, teachers and the challenges of the programs. In addition, the general education program focuses on the curriculum, examination, and class attendance. The themes covered provide information on how prisoners are prepared toward reintegration in Ghana.

scholarly journals Pembelajaran Lingkungan Bagi Siswa Rumah Baca Onomi Niphi, Kampung Yoboy, Kabupaten Jayapura, Papua

Sarwahita ◽  
2022 ◽  
Vol 19 (01) ◽  
pp. 157-170
Author(s):  
Henderite Loisa Ohee ◽  
Yokelin Tokoro
Keyword(s):  
Social Media ◽  
High Schools ◽  
Fish Species ◽  
Education Program ◽  
Digital Video ◽  
Small Islands ◽  
Test Results ◽  
Digital Education ◽  
Digital Format ◽  
Post Test

Abstract   Lake Sentani is located in Jayapura, Papua. Sentani people live in 26 villages along the coast and small islands around the lake. One of those islands is Yoboy Village, where a Onomi Niphi Reading House has been operating to provide library for elementary and senior high schools. The reading house is becoming center for various programs from various parties. Lake Sentani education program for students in Onomi Niphi Reading House was conducted to increase their knowledge of characteristics and fish species of Lake Sentani, as well as to develop digital education package and distributed to students in Yoboi Village and other students through social media. The program was conducted in Onomi Niphi Reading House, Jayapura at June 26 and July 3, 2021 through seminar and answer-question methods. Pretest was conducted before the class started and posttest applied after the class. Evaluation of the program was based on tests result and categorized to be distinguished, excellent, moderate, and poor. The test results showed the improvement of students’ knowledge on Lake Sentani. The documentation of the lake knowledge in digital format was distributed to the students and through social media. This will help the students to be aware of the improtance of conserving Lake Sentani.   Abstrak   Danau Sentani terletak di Kabupaten Jayapura, Papua. Danau ini ditempati oleh penduduk asli Sentani di 26 kampung yang menyebar di pulau-pulau dan tepian danau. Salah satunya adalah Kampung adat Yoboy, dimana terdapat Rumah Baca Onomi Niphi yang menyediakan perpustakaan bagi pelajar. Pembelajaran lingkungan tentang Danau Sentani diberikan kepada siswa Rumah Baca Onomi Niphi di kampung ini untuk meningkatkan pengetahuan mereka tentang karakteristik dan jenis-jenis ikan Danau Sentani, membuat media pembelajaran digital (video) nya serta menyebar luaskannya ke pelajar di rumah baca ini dan melalui berbagai media sosial. Pengabdian ini dilaksanakan di Rumah Baca Onomi-Niphi, Kampung Adat Yoboy, Kabupaten Jayapura, tanggal 26 Juni dan 3 Juli 2021 dalam bentuk ceramah dan tanya jawab. Pre test diberikan sebelum pembelajaran dan post test diberikan setelah pembelajaran. Evaluasi hasil pembelajaran ditentukan berdasarkan hasil-hasil test yang dikelompokkan menjadi kategori sangat baik, baik, cukup dan kurang. Hasil pre test dan post test pada pembelajaran tentang Danau Sentani menunjukkan bahwa pengetahuan anak-anak meningkat setelah pembelajaran lingkungan tentang Danau Sentani. Dokumentasi materi pembelajaran dalam bentuk digital dan penyebar luasannya diharapkan dapat mempertahankan pengetahuan anak tentang Danau Sentani.  Pengetahuan ini diharapkan dapat meningkatkan kepedulian anak terhadap Danau Sentani.  

scholarly journals Teachers’ Perceptions of Inclusion in a Pilot Inclusive Education Program: Implications for Instructional Leadership

2018 ◽  
Vol 2018 ◽  
pp. 1-13 ◽  
Author(s):  
Zachary Y. Mngo ◽  
Agnes Y. Mngo
Keyword(s):  
Special Education ◽  
Instructional Leadership ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Education Program ◽  
Future Research ◽  
Teachers Perceptions ◽  
Highly Educated ◽  
Integrated Classrooms

The opinions of general education secondary school teachers in seven select schools involved in a pilot inclusive education program in the Northwest Region of Cameroon were sought. The findings reveal that most teachers in Cameroon still prefer separate special education institutions to inclusive ones. These conclusions contradict earlier research which showed that resistance to integrated classrooms was emanating from beliefs and customs. Teachers with some training on teaching students with disabilities and more experienced and highly educated teachers were more supportive of inclusive education indicating that resistance to the practice is linked to inadequate or complete lack of teachers’ preparedness. Younger, less experienced teachers with no training in special education indicated less enthusiasm regarding the benefits of inclusion, their ability to manage integrated classrooms, and teach students with disabilities. The implication of these findings for future research, institutional support systems, institutional policies, and overall instructional leadership is discussed in this article.

Teaching classics as moral and civic education

2019 ◽  
Vol 8 (2) ◽  
pp. 217-232
Author(s):  
Cheuk-Hang Leung ◽  
Hin Yan Chan
Keyword(s):  
Focus Group ◽  
General Education ◽  
Civic Education ◽  
Political Institutions ◽  
Education Program ◽  
Group Analysis ◽  
Values Education ◽  
Asia Pacific ◽  
Content Type ◽  
Civic Literacy

Purpose In light of the concerns of declining value education in higher education and the debates on the role of general education in current university setting, the purpose of this paper is to discuss the relation between general education and moral and civic education by examining the effectiveness of a compulsory classics reading general education program in cultivating civic literacy in Asia-Pacific context. Design/methodology/approach Mixed-method approach in the form of survey assessment and focus group studies was employed to examine the degree of students’ development in abilities and virtues relevant to civic literacy in the course. Findings Data analyses reveal a promising development on students’ civic literacy in the classics reading general education course. Statistical analysis on surveys indicated students experienced a significant development on democratic skills and critical thinking, acquisition of civic knowledge and cultivation of democratic virtues after taking the course. Focus group analysis illustrated a relation between classics reading and students’ acquisition of knowledge of socio-political institutions, cultivation of open-mindedness and sense of tolerance for diversity and willingness of seeking reasonableness and engaging in social debates. Originality/value This paper discusses the successful experience of a newly formulated General Education program in Hong Kong. The program is the first attempt in East Asia to launch values education through the teaching and learning of classics in Asia-Pacific context. This could be an example of launching values education at the level of undergraduate education for other local universities.

Assessing general education learning outcomes at Qatar University

2016 ◽  
Vol 8 (2) ◽  
pp. 159-176 ◽  
Author(s):  
Shaikha Bint Jabor Al-Thani ◽  
Ali Abdelmoneim ◽  
Adel Cherif ◽  
Dalal Moukarzel ◽  
Khaled Daoud
Keyword(s):  
Critical Thinking ◽  
Pilot Study ◽  
General Education ◽  
Education Program ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Content Type ◽  
English Writing ◽  
Internal Assessment ◽  
Education Outcomes

Purpose – The purpose of this paper is to assess the effectiveness of a new general education program at Qatar University (QU) in achieving English writing and critical thinking outcomes. Design/methodology/approach – Collegiate Assessment of Academic Proficiency (CAAP) test was used as direct assessment tool to identify the extent to which QU students are making progress with respect to general education outcomes, and how well QU students perform compared to US students on general education outcomes that are measured by the CAAP test. Findings – Findings show evidence that students make progress in English and critical thinking during their QU educational careers. However, QU students lag well behind their US counterparts in writing skills, but they performed relatively better in critical thinking and essay writing. Research limitations/implications – The sample of students tested was limited to students who met certain criteria. Therefore, the sample was neither representative nor random and does not reflect the performance of the entire student body. English is a second language for most QU students, and cultural differences as well as students’ high school preparation and quality of faculty at QU add to the complexity of the study. Practical implications – Research finding may have implication on the general education program curriculum plan, assessment process, assessment plan and tools. It may also trigger comprehensive review of courses addressing writing and critical thinking skills. Moreover, the findings will have impact on institutional total approach and support to retain and enhance some of the cornerstone skills that general education program promise to achieve. The pilot study, results and findings can have implications on similar GCC general educations programs that focus on English writing and critical thinking skills. Originality/value – This original pilot study indicates a need for improvement of internal assessment processes and reconsideration of general education program courses contributing to skills examined. It also provides evidence on students’ performance on two important generic skills, both are important for QU and its stakeholders. The study’s findings are of broad interest to assess the efficacy of internal assessment at international institutions using an internationally available standardized test.

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