...research) global education prepares students to successfully function (or “compete”—I don’t like this terminology) in an increasingly global environment. Especially with the advent of the Internet, I believe this is a pertinent and vital topic of discussion in the educational realm. I think this surpasses multicultural education in that it not only exposes students to various cultures and encourages respect and appreciation for other cultures but it emphasizes moving away from an individualistic attitude (very American) towards a culture of partnership, cooperation, open dialogue, etc.
According to Iuventum (iuventus, ingenium, mundus and universitas):
Global education is an education perspective which arises from the fact that contemporary people live and interact in an increasingly globalised world. This makes it crucial for education to give learners the opportunity and competences to reflect and share their own point of view and role within a global, interconnected society, as well as to understand and discuss complex relationships of common social, ecological, political and economic issues, so as to derive new ways of thinking and acting. However, global education should not be presented as an approach that we may all accept uncritically, since we already know there are dilemmas, tensions, doubts and different perceptions in an education process when dealing with...
...RIGHT TO EDUCATION
A new school year is yet to launch! Opening of classes will start on June 3. Everyone is busy enrolling, buying of school supplies and parents are on left to right moving its energy sourcing out money to send their children in school. This really proves that we Filipinos value education amidst against all odds. Thus, despite of chaos and crisis we don’t just take education as privilege of the few especially of those who belong to the higher socio-economic status in the society but we really exercise our right to education.
It is said that education is an essential treasure that, once acquired by a person, cannot be stolen or taken away from him even through violence, but can be shared by other people. Objectively, right means in Ethics what is just, reasonable, equitable, what ought to be, what is justifiable, something that is owed or due to others. It is the object of justice. Subjectively, right means a moral power or well-founded claim to do, hold or receive something from others.
Right to education is one of the human natural rights which every person should possess from childhood to old age. Human natural rights are fundamental privileges immediately derive from the rational nature of man and the natural moral law and guaranteed to all men for the attainment of their temporal and eternal goals, as the right to life, to a livelihood, to...
...their boundless financial and moral support, without which I cannot succeed my studies. I am so humble and great full to forward my gratitude for everyone who cooperated for the finalization of this paper.
ACRONYMS AND ABBREVIATION
AIDS Acute Immune Deficiency Syndrome
AHISDO Addis Hiwot Integrated Sustainable Development Organization
OVC Orphan Vulnerable Children
CIA Central Intelligence Agency
CRC Convention on the Rights of Children
HIV Human Immune Virus
IHAUDP Integrated Holistic Approach for Urban Development Program
MDGS Millennium Development Goals
MOLSA Ministry of Labour and Social Affairs
UDHR Universal Declaration of Human Rights
UNESCO United Nation Education and Scientific Organization
UNHCR United Nation High Commission for refuge
UNICEF United Nations Children's Emergency Fund
Table of Contents
Chapter One 3
1.1 Introduction 3
1.2 Background of the Study 4
1.3 Statement of the problem 5
1.4 Objectives of the Study 6
1.4.1 General Objective 6
1.4.2 Specific Objectives 6
1.5 Research Questions 6
1.6 Significance of the Study 7
1.7 Limitations of the study 7
1.8 Delimitation of the Study 8
Chapter Two 9
2 Review of Related Literature 9
2.1 Introduction 9
Chapter Three 20
3. Research methodology and Design 20
3.1 Research Design 21
3.2 Study population 21
3.3 Sample 22
3.4 Tools for data collection 22
3.5 Data Processing and...
...Human rights education is the teaching of the history, theory, and law of human rights in schools and educational institutions, as well as outreach to the general public.
Human rights education history
Human Rights Education began in 1995 with the beginning of the UN Decade for Human Rights Education, though previously addressed in 1953 with the UNESCO Associated Schools Program, which served as an “initial attempt to teach human rights in formal school settings”. The first formal request for the need to educate students about human rights came about in UNESCO’s 1974 article Recommendation concerning Education for International Understanding, Cooperation and Peace, and Education Relating to Human Rights and Fundamental Freedoms. The participants of the International Congress on the Teaching of Humans Rights eventually met in 1978 to form a specific definition of what would be required application of the education in formal curricula. The aims at which the Congress agreed upon including the encouragement of tolerant attitudes with focus on respect, providing knowledge of human rights in the context of national and international dimensions as well as their implementations, and finally developing awareness of human rights translating into reality whether social or political on national and international levels.
Human Rights Education became an...
1. Define Universal education:
Universal education is the right for all human beings to have an education.
2. Describe the historical background behind the development of the human right and describe the events that led to the human right being established.
Early civilisations classified formal education amongst wealth and power, or beliefs and religions. Until recent times illiteracy was a norm and formal schooling was available to a handful of people. During the 16th century the Aztec tribe made compulsory education to almost every child regardless of gender and rank. In Scotland in 1561, the Church of Scotland applied a principle of a school teacher for every parish and free education for the poor. Also I Norway cathedral schools were turned into Latin schools and mandatory for every market town. During the 19th century in England churches have free education on Sunday's. By the mid-1800s European governments provided findings for schools and in 1870 the British parliament passed the Education Act 1870 (UK). Laws in Australia were passed to make education free and compulsory at the primary level. In NSW the Public Instruction Act 1880 (NSW) allowed the government to take control of church run schools and made education free, secular and compulsory. By the 20th century education was...
...The Right to Education – A Global Perspective
“Education is the most powerful weapon which you can use to change the world.”
This saying of Nelson Mandela reveals a lot about the importance of education as a mean of achieving the changes we want to see in the world. Realizing the importance of education is highly significant for the nation and the world as a whole; however, giving equal education opportunities to people within specific countries and around the world remains a challenge for the global society. In order to overcome, or at least ease, such challenges, the right to education has been a subject of matter of international law, as well as state constitutions. While a great number of countries have been signatories and ratifiers of international conventions that protect the right to education, many countries have failed to provide the essential capacities to assure this right for various reasons. The failure to protect this right, no matter the reasons, has been quite harsh for the most vulnerable groups of different societies; hence, leaving millions of people worldwide without the capacity to contribute to a better world. As such, this paper will firstly focus on the protection of this right by international law, and it will later focus on the protection of the right to education in the following countries: Finland, Venezuela,...
...India is the second largest country in the world so far as population is concerned. But so far as education is concerned it is a backward country. In past, women did not receive any education at all. They were not allowed to come out of the four walls of their houses. Domestic works were their only education.
During the British rule in India some noble social thinkers of the time paid their attention to the education of woman in our country. Raja Ram Mohan Ray, Iswara Chandra Vidyasagar was famous reformers who gave emphasis on the education of women. They put forth a very strong argument.
Man and woman are like the two sides of a coin. Without one, the other cannot exist. They help each other in every sphere. So education should be given to both man and woman. Further, women are the mothers of the future generation. If women are uneducated, the future generations will be uneducated. For this reason the Greek warrior Napoleon once said, "Give me a few educated mothers; I shall give you a heroic race."
In day to day life, the real problems are faced first by women and then the same problems are conveyed to men for solution. If the women are educated, they can solve all the problems of their houses.
Very often, the working men of some families become handicapped in unfortunate accidents. In that situation, the complete burden of the family rests on the women of the families. To meet this...
FACTORS AFFECTING SUSTAINABLE WOMEN EDUCATION IN NIGERIA
IHEANYI N. OKWAKPAM
Department of Adult and Continuing Education,
Faculty of Education,
University of Calabar, Cross River State,
This paper attempts to establish the factors that affect sustainable women education in Nigeria. The paper found out that non-participation of women in education programmes was as a result of some limiting factors and proffers solutions to such.
It is not that there are no studies or recommendations on how to resolve women’s educational problems; it is rather than the recommendation for the provision of women education have usually been unrealistic either because of wrong assumptions or unreasonable expectations and therefore far from the target some observers have argued that few among the Nigerian Policymakers seem to take their educational problems seriously. It is more likely that they have taken them seriously but have become disillusioned by poor results realised from previous mass education policies in Nigeria. It appears that national development has been hampered by too much dependence on formal education as a model of development, which is ineffective in promoting the desired levels of development and change.
Examining the achievements of those who have participated in the women education...