universal education
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Religions ◽  
2021 ◽  
Vol 12 (11) ◽  
pp. 1012
Author(s):  
Robert A. Dent

Comenius is considered by many scholars to be the father of modern education, a title that he has thoroughly earned. His ideas about universal education for all children foreshadowed modern pedagogical developments, and he dedicated more than forty years of his life to reforming education and society. The question guiding this research was: Why was Comenius so dedicated to reform efforts, and why were his ideas about education so peculiar for his time? Through a review of existing scholarship and Comenius’ own writing, namely the Labyrinth, Didactic, and the Orbis Pictus, it became clear that Comenius was inspired by the millenarian ideology prevalent during the fifteenth through the seventeenth centuries in Europe as well as the effects that the turbulence of the seventeenth century had on his own life. These factors also led Comenius to believe that educational reform was the key to unlocking Pansophy, which would incite the Millennium, the golden age of peace and prosperity that would precede the second coming of Christ and the final judgement of God.


2021 ◽  
Vol 13 (2) ◽  
pp. 50-60
Author(s):  
Yalley Josephine

This study uses a quantitative correlational design model to investigate the effects of human capital and economic growth on poverty reduction. The study sampled and analyzed 140 countries’ data from United Nations Human Development Index report, 2010 to 2018. Comparing data from Africa, Europe and Asia, the study found that human capital had a positive effect on economic growth, while economic growth had a negative effect on poverty. The study argues that poverty reduction in Africa matters in creating sustainable global futures and recommends investment into free universal pre-tertiary education as a strategy to combat poverty.


2021 ◽  
pp. 1-15
Author(s):  
Gary Thomas

‘Beginnings’ traces the growth of schools and assesses the questions that have accompanied that growth. Detailed knowledge about the way schools first operated and the first evidence about the ways people thought about education come from ancient Greece, in the 5th to 4th centuries BCE. Roman schooling broadly followed the Greek model. Meanwhile, the invention of printing was, for the development of thought and education, world changing, leading ultimately to the flowering of interest in art, philosophy, literature, and science that was the Renaissance. The chapter then looks at how Czech teacher Comenius championed universal education. How did schools become instruments of capitalism, the current dominant economic system?


2021 ◽  
Author(s):  
Vollan Ochieng’ ◽  
Maurice Mutisya ◽  
Caroline Thiong’o

MOOCs is slowly gaining traction in the education provisioning in SSA. Much of this is attributed to governmental and institutional aim of providing quality and affordable universal education to all learners. This chapter explores how MOOCs is affecting access to learning in SSA, with particular bias to urban education context. Evidence adduced in this chapter was adduced from secondary sources, involving review of relevant literature available from internet sources. In the internet sources visited, key search terms that were used in obtaining the relevant resources included but not limited to: ‘MOOCs and education’, ‘MOOCs in Africa’, ‘Education technologies AND MOOCs in Africa’, ‘MOOCs, OERs adoption and adaptability in Africa’, and ‘MOOCs’ challenges in Africa’ among others. It emerged that while MOOCs is gaining the needed traction in the SSA education space, the pace of its development is slow and calls for a more concerted effort from concerned education stakeholders.


Author(s):  
Eric M. Uslaner

This chapter shows a link between levels of mass education in 1870 and corruption levels in 2010 for 78 countries that remains strong when controlling for change in the level of education, GDP/ capita, and democracy. A model for the causal mechanism between universal education and control of corruption is presented. Early introduction of universal education is linked to levels of economic equality and to efforts to increase state capacity. First, societies with more equal education gave citizens more opportunities and power for opposing corruption. Secondly, the need for increased state capacity was a strong motivation for the introduction of universal education in many countries. Strong states provided more education to their publics and such states were more common where economic disparities were initially smaller.


2021 ◽  
Vol 17 (1) ◽  
pp. 87-98
Author(s):  
Kholifatur Rosida Rosida ◽  
Rimanda Maulivina Maulivina ◽  
Siti Hajar Mab'ruro

This study takes the challenge of investigating Nurcholish Madjid's concept of pluralism related to Islamic Education. The pluralism of Islamic Education is proportional and absolute. It can produce the idea of confrontation that has been needed, and it should be customary to summarize Islamic rules with good and appropriate educational procedures and methods. Using the literature review method, the researcher then the concept of Nurcholis Madjid related to Islamic Education was asked to offer universal Education and keep all aspects of students intact. Indonesia has various kinds of differences. This requires people to interact to know one another. These differences are then able to create a variety of cultures that exist in society. One of the media that can create it is Education, as a liaison for change.


2021 ◽  
Vol 4 (2) ◽  
pp. 119-142
Author(s):  
Kaori Yamamoto ◽  

Less Zainichi youth are opting for Chosŏn (i.e. pro-DPRK) schools, partially because of integration into Japanese society and the wider career options that Japanese public education offers. Nevertheless, Chosŏn schools continue to provide universal education in Korean to nurture “proud and proper Koreans.” To this end, Korean schools aim to connect the students to their “homeland”: The Democratic People’s Republic of Korea. Participant observation of school trips to the DPRK reveals what the “homeland” means to the students and how it relates to the schools’ educational goal. Vis-à-vis the rampant xenophobia in Japan, the schools’ practices carry an urgency that cannot be ignored.


Author(s):  
Patricia Delgado Granados

The aim of this paper is to analyze the process of the drawing up of the General Education Act (LGE), created under the Franco regime and implemented a few years before the Spanish transition. In order to do so, we pay special attention to the socio-economic moment in which the law was projected and to the different political tendencies that were emerging in the scenario of dictatorship and that would become more visible in the transition. The paper also examines the individual and collective experiences and strategies of other sectors of the population, showing how they swung from recognition to denial of the LGE. The law’s implementation was the result of a critical diagnosis of the education system that implied a need for decisive change in the situation of education, a change that could be achieved by setting legal conditions for the normalization of universal education in Spain. The starting point was the belief that improving education would lead to the socio-economic development of the country while at the same time resolving the situation of ideological, political and social conflict that persisted under the dictatorship and that would be solved, in part, after 1978.


Author(s):  
Amritha Koiloth Ramath ◽  
◽  
Shashikantha Koudur ◽  

This paper looks at Hermann Gundert’s Malayalam-English dictionary at the juncture of the modernisation of the Malayalam language in the 19th century. Gundert, the then inspector of schools in the Malabar district, saw the dictionary as the first step towards the cause of a universal education through the standardisation of Malayalam language. But what did a dictionary for all and by implication a language for all mean to the Kerala society? For centuries, much of the literary output in Kerala was in Sanskrit language, even as Malayalam continued its sway. The diversity of the language system in Kerala navigated its way through the hierarchies of caste and class tensions, springing up new genres from time to time within these dichotomies. Like many other vernacular languages in India, the Malayalam language system remained as the society it was in, decentralised and plural. This fell into sharp relief against the language systems of modern post-renaissance Europe with its standardised languages and uniform education. The colonial project in India aimed at reconstructing the existing language hierarchies by standardising the vernaculars and replacing Sanskrit as the language of cosmopolitan reach and cultural hegemony with English. Bilingualism and translation was key to this process as it seemed to provide a point of direct cultural linkage between the vernacular Indian cultures and Europe. This paper argues that Gundert’s bilingual dictionary features itself in this attempt at the modernisation of Malayalam by reconstructing the existing hierarchies of Kerala culture through the standardisation of Malayalam and the replacement of Sanskrit with a new cosmopolitan language and cultural values.


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