Discrepancy in Results of Boards and Entry Test at College Level

The study aims at measuring discrepancy of various boards examination BISE and educational testing and evaluation Agency ETEA in KPK The population of the study consisted of all the Boards of Intermediate Secondary Education in KPK and all the intermediate level students who have appeared in both the above-mentioned examinations The sample of the study was 541 students These students were randomly selected for those who had obtained 60 and above marks in both the examinations during the sessions 2006-07 2007-08 and 2008- 09 The data collected was organized analyzed interpreted and tabulated The study found no significant relationship between the marks scores in board examination and in entry tes

Connecting In-Service Teacher Education with Teachers Classroom Associated Problems

This paper is a reflection upon issues of in-service teacher education courses by connecting them with teachers problems that they face in actual classroom environment It is a revision of literature where the author after reviewing the literature and discussing about methods and material of in-service courses researcher s commentary on current teachers in-service programs and discussing about reflecting scope f in-service programs and by teachers concerns about improvement of these programs the researcher has proposed a model based on teachers concerns and problems that they face in classroom environment Generally teaching content of in-service courses is designed by funding agency or by course instructors and they generally taught content relating to teaching methodology or explaining some concepts of new curriculum They ignore teachers classroom related problems like students learning and behavioural problems Therefore the author developed model has implications for designing of in-service courses of secondary level teacher

Peace education, militarism and neo-liberalism: conceptual reflections with empirical findings from the UK

This article explores ‘peace days’ in English schools as a form of peace education. From a historical overview of academic discussions on peace education in the US and Great Britain since the First World War, we identify three key factors important for peace education: the political context, the place in which peace days occur and pedagogical imperatives of providing a certain narrative of the sources of violence in politics. Although contemporary militarism and neoliberalism reduce the terrains for peace studies in English schools, peace days allow teachers to carve out spaces for peace education. Peace days in Benfield School, Newcastle and Comberton Village College, Cambridgeshire, are considered as case studies. We conclude with reflections on the opportunities and limitations of this approach to peace education, and on how peace educators and activists could enlarge its reach

Teaching Peace – The Need for Teacher Training in Poland to Promote Peace

The aim of the paper is to stimulate the discussion on peace education and the need of teacher training for peace and multicultural understanding. This paper is organized in two sections: the first section presents the importance of peace education for Europe in the Twenty-first century. This section discusses peace as a spiritual and moral values, European achievements for peace in the field of philosophy as well as educational reports focused on peace education. The second section seeks the importance of teacher training for peace education, the possibilities of including of peace topic into in-service teacher educatio

Global Education in Second Language Teaching

This article paints an optimistic picture of the role we second language teachers can play not only in improving our students' language proficiency but also in infusing global education into our classes as we join with our students to address global concerns, such as peace, prosperity, environmental protection, and human rights. The article is divided into four parts. The first part describes global education and identifies organizations of second language educators participating in global education. The second part of the article focuses on two key areas of global education: peace education and environmental education. Next, we address questions that second language teachers frequently ask about including global education in their teaching. Lastly, we supply lists of print and electronic resources on peace education and environmental education

The Heidelberg International Comprehensive School as a Peace School and UNESCO Project School

The essay provides a comprehensive account of the Heidelberg International Comprehensive School as Peace School and UNESCO Project School. First of all there is an outline of the main factors influencing the establishment of the school in 1974, these being certain approaches within the framework of education reforms, as well as the resulting Peace Education aspects. Following this there are some insights into the planning phase, which involved amongst others the Ministry of Education, The Lord Mayor, the Planning Group made up of academics, representatives of the teaching staff and parents. Examples of practice within the school are discussed; the practice is typified by its international character, e.g. links with schools in other countries, above all the high proportion of foreign children who have been integrated, through other forms of international cooperation, and finally through various topic areas pertaining to Peace Education (for instance, English lessons as a means of integrating foreign pupils, co-operation with an old people’s home, environmental projects, mediation incorporating active involvement by pupils). Because of the pioneering efforts of the school in the field of Peace Education and extensive public recognition, the school was granted the status of UNESCO Project School in 2001. Overall, the article gives a differentiated overview of the basic concepts of Peace Education and of opportunities for putting these into practice within a school context. In so doing the essay once again raises our awareness of the fundamental and vital significance of Peace Education for our times, despite efforts towards globalisation. (DIPF/ Orig.

Schooling for violence and peace : how does peace education differ from ‘normal’ schooling?

This article reviews literature on the roles of schooling in both reproducing and actively perpetrating violence, and sets out an historical explanation of why schools are socially constructed in such a way as to make these roles possible. It then discusses notions of peace education in relation to one particular project in England before using empirical data from research on the project to examine contrasts between peace education approaches and ‘normal’ schooling from the viewpoints of project workers, pupils and teachers. It concludes that such contrasts and tensions do indeed exist and that this raises serious questions about the compatibility of peace education and formal schooling

Lingering Colonialities as Blockades to Peace Education: School Violence in Trinidad

Book Summary: Bringing together the voices of scholars and practitioners on challenges and possibilities of implementing peace education in diverse global sites, this book addresses key questions for students seeking to deepen their understanding of the field. The book not only highlights ground-breaking and rich qualitative studies from around the globe, but also analyses the limits and possibilities of peace education in diverse contexts of conflict and post-conflict societies. Contributing authors address how educators and learners can make meaning of international peace education efforts, how various forms of peace and violence interact in and around schools, and how the field of peace education has evolved and grown over the past four decades. Chapter Summary: By using data on school violence from field research in Trinidad and Tobago (TT), I argue that in the knowledge production of \u27school violence,\u27 \u27school\u27 is subtracted as a descriptive [term], and in its place is hoisted the category of \u27youth,\u27 inscribed as the \u27Other,\u27 the predominant signifier of violence. In so doing, the predominating discourse about what constitutes school violence itself, and its drivers/\u27causes,\u27 takes on a limiting and individualizing nature. As a result, the principal interventions that emanate from such a discourse are correspondingly narrow and therefore fail to reveal the structural violence in which youth violence in school is embedded. I posit this discursive violence as a lingering coloniality, and thus, as a blockade to the implementation of sustainable peace education in TT\u27s schools. [excerpt

The big hand in your pocket: Your taxes, your livelihood, and the growing power of the military

https://stars.library.ucf.edu/prism/1000/thumbnail.jp

Could Education Promote the Israeli-Palestinian Peace Process?

This paper explores Palestinians' attitudes towards a peace process and their determinants, with a particular focus on the role of education. Understanding the factors that shape attitudes towards peace is important in order to be successful in negotiations or in implementing a peace agreement. In the literature, there is particular disagreement about the role of education. While some authors have linked violent and extreme positions to ignorance and to low market opportunities, others have found that education is positively correlated with being a member of a terrorist group. To better understand the role of education I decompose the attitudes towards peace into two dimensions; attitudes towards reconciliation and attitudes towards concessions. To measure these attitudes, I use a flexible item response model proposed by Spady (2007), which allows to take into account the multidimensionality of the concepts. The results show that education has a positive effect on attitudes towards concessions but a negative effect on attitudes towards reconciliation. This may occur because relative to a situation of peace, highly educated individuals are more strongly affected by current depressed economic conditions in Palestine. They therefore have more to gain from a peace agreement and may thus be more willing to make concessions. At the same time, they may be more frustrated and therefore less willing to reconcile. I also find that their attitudes to reconciliation move closely with aggregate economic conditions, while those of less educated individual are also influenced by local factors such as the construction of the separation barrier in their region of residence.conflict resolution, education, latent attitudes, item response models