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Along with focusing on advances that bring forward STEM education, this book presents research on a variety of issues related to the STEM approach. Chapters discuss strategies in STEM teaching and learning as well as strategies that help students cope with the challenges of hard mathematical work. They also address problems of resource purchasing and factors that impact girls' decisions to pursue STEM careers. Through these and other topics, this book seeks to facilitate a deeper understanding of STEM education and its challenges in the contemporary world.

This book aims to highlight science education in countries along the Belt and Road. It consists of 30 chapters divided into three main parts, namely Arab and African countries, Asian countries and European countries. We invited science education experts from 29 "Belt and Road" countries to introduce the current status of science education in their countries and the new requirements with the rapid evolution of Information Technology. The contributions in this book: (1) Provide the current status of science education in countries along the Belt and Road as well as the requirement for developing and improving science education in these countries; (2) Discuss new insights of science education in future years; and (3) Inspire stakeholders to take effective initiatives to develop science education in countries along the Belt and Road.

This book focuses on the interplay between pedagogy and technology, and their fusion for the advancement of smart learning environments. It discusses various components of this interplay, including learning and assessment paradigms, social factors and policies, emerging technologies, innovative application of mature technologies, transformation of curriculum and teaching behavior, transformation of administration, best infusion practices, and piloting of new ideas. The book provides an archival forum for researchers, academics, practitioners and industry professionals interested and/or engaged in reforming teaching and learning methods by promoting smart learning environments. It also facilitates discussions and constructive dialogue among various stakeholders on the limitations of existing learning environments, the need for reform, innovative uses of emerging pedagogical approaches and technologies, and sharing and promoting best practices, leading to the evolution, design and implementation of smart learning environments.

Victims of warfare, famine, slavery, and isolation, the Southern Sudanese are one of the most undereducated populations in the world. Since the inception of formal education in southern Sudan a century ago, schooling has largely consisted of island-like entities surrounded by oceans of educational emptiness. Islands of Education is the first book to comprehensively examine this harrowing educational reality. The most recent civil war in southern Sudan raged unrelentingly for 21 years and left approximately 2 million civilians dead, 5 million internally displaced, and half a million as refugees. Drawing on extensive fieldwork in the region and archival research, this book examines the educational situation of Southern Sudan in its three primary contexts: within southern Sudan, in refugee asylum countries, and in the Sudanese capital, Khartoum. It sheds light upon the disastrous consequences of underinvesting in education during conflict, serious deficiencies in the co-ordination of education, a direct connection between quality education and compensating teachers, alarmingly low levels of representation of girls in schools, the dangers of involving military personnel in the management of education, and the invasive effects of state dominance on learning for the internally displaced. With an eye to southern Sudan's new era of peace, the study recommends ways to create access to quality education for Southern Sudanese children and youth and enhance the development of an education system. A supplementary bibliography is included.

"The Engaged University" is a comprehensive empirical account of the global civic engagement movement in higher education. In universities around the world, something extraordinary is underway. Mobilizing their human and intellectual resources, institutions of higher education are directly tackling community problems--combating poverty, improving public health, and restoring environmental quality. This book documents and analyzes this exciting trend through studies of civic engagement and social responsibility at twenty institutions worldwide. This timely volume offers three special contributions to the literature on higher education policy and practice: a historical overview of the founding purposes of universities, which almost invariably included a context-specific element of social purpose, together with a survey of how these "founding" intentions have fared in different systems of higher education; a contemporary account of the policy and practice of universities--all over the world--seeking to re-engage with this social purpose; and an overview of generic issues which emerge for the "engaged university."

Under various names--education and conflict, education and fragility, education and insecurity, etc.--the understanding of linkages between education and violent conflict has emerged as an important and pressing area of inquiry. Work and research by practitioners and scholars has clearly pointed to the negative potential of education to contribute to and entrench violent conflict. This work has highlighted the struggle for education during and following periods of instability and demonstrated the degree to which communities affected by conflict prioritize educational opportunities. It has also offered powerful normative arguments for the importance of quality education for peacebuilding, reconciliation, postconflict reconstruction and development. In many instances, however, these important insights are derived less from rigorous research and scholarship in the social sciences than from the delivery and evaluation of educational programming in situations affected by conflict. This volume, therefore, seeks to broaden enquiry into education and conflict by exploring, through conceptual and empirical work, its linkages to broader theories and practices of development and peacebuilding. The volume begins with a conceptual and theoretical section, followed by a series of international case studies, before closing with three chapters focused on the case of Northern Uganda. Contributors present a diverse set of studies that together deepen understandings of the ways the education functions in various situations affected by conflict and the ways in which it might best be mobilized to contribute towards peacebuilding and development. This book is divided into three parts. Part I, Concepts, Relationships and Assumptions, includes the following: (1) Education and Conflict: A Fundamental Relationship (Colin Brock); (2) Fragile States, Fragile Concepts: A Critical Reflection on the Terminology of Fragility in the Field of Education in Emergencies (Stephanie E.L. Bengtsson); and (3) Different Presumptions about Progress, Divergent Prescriptions for Peace: Connections between Conflict, "Development" and Education in Nepal (Jeremy Rappleye). Part II, Understanding Relationships: Country Case Studies, includes the following: (4) Sources of Learning about Human Rights and Democracy in Southern Sudan (Christine Pagen); (5) Expectations and Realities of Education in Post-Conflict Sierra Leone: A Reflection of Society or a Driver for Peacebuilding? (Mitsuko Matsumoto); and (6) A Point of Connection through Transnational History Textbooks? An Examination of "History that Opens Future", the Joint History Textbook Initiative of China, Japan and South Korea (Tomoe Otsuki). Part III, Education, Conflict and Development in Northern Uganda, includes the following: (7) Fortifying Barriers: Sexual Violence as an Obstacle to Girls' School Participation in Northern Uganda (Maureen Murphy, Lindsay Stark, Michael Wessells, Neil Boothby & Alastair Ager); (8) Teachers' Perceptions and the Effects of Young People's War Experiences on Teaching and Learning in Northern Uganda (Betty Akullu Ezati, Cornelius Ssempala & Peter Ssenkusu); and (9) Schools and Peacebuilding in Northern Uganda: Young people's Perspectives (Jeremy Cunningham). "Education, Conflict and Development", an introduction by Julia Paulson, is also presented.

"Choosing to Participate" focuses on civic choices--the decisions people make about themselves and others in their community, nation, and world. The choices people make, both large and small, may not seem important at the time, but little by little they shape them as individuals and responsible global citizens. "Choosing to Participate" grew out of the authors' early experience in Facing History and Ourselves classrooms when, after learning about the failure of democracy and the steps that led to the Holocaust, students asked, "How can I make a positive difference in the world?" The stories in this book will engage young people as they begin to understand that the choices they make as members of a civic society matter to themselves, their communities, and to future generations. Individual readings contain footnotes.

In today's interconnected and global society, socially responsive learning is an integral part of educational excellence. This book encourages socially responsive learning by showing the reader how to use traditional African folk tales and quality children's books, young adult novels, classic literature, and film media about Africa as the mode for examining diversity, equity, and human rights issues in high school and university classrooms. Each Novel Guide chapter in this unique and remarkable resource offers the following features to provoke critical thinking and challenge students to become socially responsive learners: (1) An overview of the novels and activities how those activities are aligned with standards; (2) An exploration of each novel's social and historical context; (3) About the author descriptions and plot summaries; (4) "Making Connections" question sets; (5) A critical exploration of themes; (6) "Teacher Talk" questioning strategies; (7) Cross-curricular activities; and (8) A "Making-A-Difference Project." The literature explored in this book helps students and teachers to expand not only their concept of global issues and awareness of what is at stake when various kinds of injustice are ignored, but also how they may become activists on the global scene, citizens who can make a positive difference in the world. After a Foreword (Allan Stratton) and Preface ("Teaching Human Rights in the Era of Globalization," Jacqueline N. Glasgow and Linda J. Rice), this book is divided into five parts. Part I: Getting Started, contains the following chapters: (1) Rationale for Using Novel Guides to Explore African Life and Culture Through Literature (Jacqueline N. Glasgow and Linda J. Rice); and (2) Building Students' Background Knowledge of African Life and Culture (Jacqueline N. Glasgow and Linda J. Rice). Part II: Novel Guides to Explore the Arab World in Northern Africa, contains the following chapters: (3) Life in Sudan: From Slavery to Freedom (JacquelineN. Glasgow); and (4) The Struggle of Arab Women to Lead Self-Determining Lives (Jacqueline N. Glasgow). Part III: Novel Guides to Explore the Life and Culture of People in Central Regions of Africa, contains: (5) Voices Resisting Colonial Rule in Nigeria (Jacqueline N. Glasgow); (6) Conflicts in Rituals and Politics in Kenya (Linda J. Rice); (7) Rites of Passage for Young Girls in the Central Regions of Africa (Jacqueline N. Glasgow); and (8) Connections and Communication across the Continents: From Ethiopia to the United States (Alexa L. Sandmann). Part IV: Novel Guides to Explore the Life and Culture of People in Sub-Saharan Africa, contains the following chapters: (9) Exploitation Through Child Labor and Animal Poaching in 19th-Century South Africa (Linda J. Rice); (10) Racial Tensions, Injustice, and Harmony in South African Literature (Linda J. Rice); (11) The Struggles for Human Rights in the Young Adult Literature of South Africa (Jacqueline N. Glasgow); (12) Life and Literature in Botswana: Resolving Cultural Conflicts to Create a Better World (Jacqueline N. Glasgow); and (13) Cultural Conflicts and Choices for Education of Young Women in Pre- and Post-Colonial Zimbabwe (Jacqueline N. Glasgow and Kara Haas). Part V: Resources to Explore Africa Through Film, Children's Literature, and the Oral Tradition, contains the final chapters: (14) Using Film Media as Visual Text for Studying the Rwandan Genocide (Ruth McClain); (15) Children's Literature as a Means of Exploring African Life (Allison L. Baer); and (16) Exploring the African Oral Tradition: From Proverbs to Folk Tales (Jacqueline N. Glasgow). (Contains author and subject indexes.)

Asylum migration causes intense media and political debate. However, little attention has been paid to how forced migrants can rebuild their lives in the UK or elsewhere. This timely book analyzes the social policies that impact on refugee children's education, and: (1) Provides the background to the migration of refugees; (2) Explores how dominant discourses about trauma homogenise and label a very diverse group of children; (3) Examines how policy towards refugees is made, and how it relates to practice; and (4) Offers alternative visions for refugee settlement. Drawing on case studies of the experiences of refugee children, this book brings a much needed insight into the needs of refugee children. It is valuable reading for academics, policymakers, students of education, sociology and social policy as well as education, health and social work professionals. Following a series preface; editor's preface; and a glossary, this book is divided into four parts. Part One, Setting the Scene, presents the following chapters: (1) An Introduction; (2) Who Are Refugee Children?; and (3) Theoretical and Research Perspectives on Refugee Children. Part Two, UK Responses to Refugee Children, includes the next chapters: (4) Learning from History: Responses to Refugees 1900-89; (5) Modern Asylum Policy and Its Impact on Children; (6) How UK Children View the Refugee in Their Midst; (7) National Educational Policy and the Role of Local Authorities; and (8) School Practices. Part Three, Community Case Studies, continues with chapters: (9) The Elusiveness of Integration: The Educational Experiences of Congolese Refugee Children; (10) The Somalis: Cultures of Survival; and (11) Success Stories: The Southern Sudanese. Part Four, New Visions for Refugee Children, closes the book with the final chapter: (12) New Visions for Refugee Children. An index and bibliography are also included.

The increase in investment in education in the Sudan has increased the number of graduates by about 12 percent each year in 1970-1975. The increase in output has not been matched by an equal increase in the absorption capacity of the labor market. Postsecondary education has been extremely costly, and the nation can hardly support the problem of educated unemployed. Another problem is the discordance between the type of higher education offered by the system and the kind of education and training needed by the labor market. The results of an extensive study of admissions policies and the employment of college graduates in the Sudan are presented, and statistical tables accompany the report. (Author/MSE)

A volume devoted to aging and the aged in Third World societies focuses on ethnographic case studies from Papua New Guinea, China, India, the Sudan, and Mexico. The first of five articles, "Sweeping Men and Harmless Women: Responsibility and Gender Identity in Later Life" (Dorothy Ayers Counts), examines the perception of gender over the life cycle through a focus on the Lusi-Kaliai people of Papua New Guinea. "Cultural Alternatives for the Vulnerable Elderly: The Case of China Past and Present" (Andrea Sankar) considers the elderly in China who have "fallen through the cracks"--e.g., childless and single elderly. "The Family Life of Older People in a Changing Society: India" (Sylvia Vatuk) concerns the effects of urbanization on the aging in India. "Aging, Power, and Status in an East African Pastoral Society" (Elizabeth H. Andretta) looks at a society in which the elderly are not a special status group. "Familial and Public Contexts for Aging: Growing Old in a Rapidly Changing Mexican Village" (Jay and Joan Sokolovsky) argues that societal transformation does not in itself preordain disastrous consequences for the elderly. Notes on contributors conclude the volume. (LP)

This collection of reports gives a picture of educational systems from a human rights perspective, monitoring academic freedom in the context of freedom of thought and freedom of opinion and expression. The World University Service's Lima Declaration on Academic Freedom and Autonomy of Institutions of Higher Education of 1988 is used as the guiding principle for activities that promote and monitor academic freedom. The collection of reports begins with "Monitoring the Right to Education: Reporting to UN Treaty Bodies" by Audrey R. Chapman. Following this introductory paper are four papers on Africa, including "Historical Notes on Academic Freedom in Africa" (Mahmood Mamdani) followed by area studies of Malawi (Richard Carver), South Africa (Teboho Moja and Nico Cloete), and Sudan (Abdelhadi Al-Zubeir Hamad). Part 2, "Asia and the Middle East," includes papers on China (Fang Lizhi), Burma (Myanmar) (Martin Smith), Sri Lanka (Swarna Jayaweera), Tibet (John Billington), Iran (Shahrzad Mojab), and Palestine (Penny Johnson and Emma Naughton). The third part, on Europe and North America, offers: "Access to Education for Refugees and Asylum Seekers in the Countries of Western Europe" and includes studies of Kosova (Peter Gstettner) and the United States (James North). In part 4, "Latin America and the Caribbean," papers on Haiti (Roody Edme) and Peru (Sinesio Lopez Jimenez) are presented. Two appendixes provide the text of the Lima Declaration on Academic Freedom and Institutions of Higher Education and the Kampala Declaration on Intellectual Freedom and Social Responsibility. (Each paper contains references.) (JDD)

This multi-language collection of autobiographical writing from Sudanese children and young adults who are living in Britain as refugees is illustrated with photographs and children's drawings and includes comprehensive country introductions. In the collection, young people give their accounts of migration and explore how their identities are changing in their new country. The writings can be a useful resource for teachers, particularly those who want to bring a global dimension to learning. Following a "Factbox" (country introduction) and an introduction for teachers that provides a historical background for Sudan, the collection is divided into the following sections and each section has several writings: (1) "Memories of Sudan"; (2) "Koc Mac Thok" ("Family"); (3) "My Life in Sudan and Britain"; (4) "Yaang Ku Tong" ("Oppression and War"); (5) "Life in Britain"; (6) "Piir Cit Piir E Raan Ci Weike Rieng Wei" ("Life as a Refugee"); and (7) "Hopes for the Future." Includes a resources section that lists books, briefing papers, fact sheets, materials on refugees, and useful addresses. (BT)

The ten essays in this book examine issues related to academic freedom and university autonomy. Chapter 1 serves as an introduction, providing an overview of the situation in universities worldwide, including national and international initiatives to promote academic freedom. It also discusses the role of the World University Service in this endeavor. Chapter 2, "The Right to Education: Its Significance and Limitations" (Manfred Nowak), reviews international initiatives to guarantee a right to education for all peoples, discussing the significance and limitations of such initiatives. Chapters 3 through 10 survey academic freedom and university autonomy in various nations: "Burma (Myanmar)" (Martin Smith); "Lebanon" (Anonymous); "Malawi" (Richard Carver); "Palestine (the Occupied Territories)" (Penny Johnson and Mark Taylor); "Paraguay" (Jorge Lara Castro); "Sri Lanka" (Hema Goonatilake); "Sudan" (Leah Leatherbee and Hibaaq Osman); and "Swaziland" (John Daniel. Each of these country-specific chapters examines human rights, social and economic conditions, the right to education, university autonomy, and violations of academic freedom. Two annexes include copies of the "Lima Declaration on Academic Freedom and Institutions of Higher Education" and the "Poznan Declaration on Academic Freedom." Most chapters contain references. (MDM)

Described are the first 25 years of Britain's Inter-University Council's program to develop university education in the then dependent territories, which has developed into a system of cooperation voluntarily adopted by some 35 overseas universities of different sizes, patterns and roles. Part I, Evolving Policies, examines the foundation for the Inter-University Council, the development and operation of the Asquith plan, the University of London's special relationship scheme, and the factors of change that influence the direction of the program. Part II, The Foundation and Growth of the Universities, examines the development of the university system and the factors affecting it in the following areas: West Africa; East Africa; Central and Southern Africa; Southeast Asia; and the islands and oceans (Malta, Mauritius, the Caribbean, and the Pacific). Part III, The Role of the Inter-University Council, offers insights on the spectrum of partnership and the forms of cooperation. The conclusion discusses the future for the Inter-University Council and its importance to Britain as well as the educational community in general. It is suggested that university relations such as those established by the Inter-University Council serve as non-political bridges respected the world over; therefore, such an arrangement serves not only the intellectual and professional connections overseas but also aids the type of statesmanship that helps sustain peace. Appendices list the constitution and terms of reference, memorandum of agreement between the Ministry of Overseas Development and the Inter-University Council for Higher Education Overseas, membership of the Inter-University Council (1946-1970), and a list of Vice-Chancellors and Principals of Associated Universities. A bibliography and index are included. (LC)

Using the findings of two studies carried out in Nepal and Sudan, this report examines the methods and the problems of organizing formal and nonformal education in rural areas. The main aims of the two studies were to collect information on education and administrative performance at district and, where relevant, at regional and national levels, and to analyze that information so as to show how the organizational aspects of education at the local level might be improved. The issues involved in the formulation and implementation of local plans, as well as the respective roles of the national and district authorities, the community, and the school, are discussed as aspects of a decentralized approach to the management of education. The report illustrates the need for district levels of educational administrative systems to play more active parts in the elaboration of programs adapted closely to local needs. This will lead, conclude the authors, to increased relevance of the overall educational system. (Author/MLF)