702 research outputs found

    Christian religious education in Kenya : an assessment of the evolution and operation of the Western missionary ideology

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    This study analyses the problems of moral education within Christian religious education in Kenya. It focuses on the displacement of African traditional education by the Western missionary ideology. The latter's influence on Christian religious education is deeply rooted in official commissions, reports and teaching programmes. A separation of moral education from Christian religious education in Kenya is suggested. The moral developmental approach of Piaget and Kohlberg is proposed as a basis for this separate moral education

    Education, imperialism and national efficiency in England 1895-1905

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    Summary available: p.iv-vi

    The council for national academic awards 1964-74: a study of a validating agency

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    The council for national academic awards 1964-74: a study of a validating agenc

    The Adult Education Doctorate in North America: The Programs, Curricula, Websites, and the Commission of Professors of Adult Education Standards

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    A list of programs that offer a doctorate in adult education was created using the most recent edition of Peterson’s Graduate Programs in Business, Education, Health, Information Studies, Law & Social Work (2010) and the most recent version of the Commission of Professors of Adult Education (CPAE) Directory of Adult Education Programs in North America (Pierce, 2008). A list of programs was then reviewed by the membership of the CPAE utilizing the organization’s listserv. Program information was collected from each program’s website, and the researcher then reviewed the list of programs for three core adult education courses (adult learning theory, program planning, and a foundations/history course) based on the literature of the field. Programs that did not meet this three course criteria were eliminated. Thirty-seven programs met the criteria, and another seven programs were identified that offered an individualized doctorate, for a total of forty-four programs. Programs were analyzed by area of study, type of doctorate offered (Ed.D., Ph.D., or both), and curricula. Programs were found to have varieties of program names, types of curricula, and course requirements, and most programs (82%) had more than one area of study. Curricula were also compared to the 2008 version of the Commission of Professors of Adult Education (CPAE) standards for doctoral education, and this is the iii first known study to do so. The results indicated that the programs have a general alignment with the standards which is consistent with earlier studies that compared graduate curricula to an earlier version of the standards. A form to evaluate program websites was developed based on the work of Hans (2001). After Hans, this is the second known study to evaluate graduate program websites across a field of study, and this is the first known study to evaluate graduate program websites in adult education. The websites of all graduate programs in adult education were evaluated by two raters, and implications for practice and future research are discussed


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    Character education consists of two words namely education and character. The meaning of character education according to Islam is a conscious effort made by educators to students to shape the personality of students who teach and shape morals, ethics, and a good sense of culture and noble character that foster students' ability to make good and bad decisions and realize goodness that in everyday life by means of education, teaching, guidance and training which is guided by the Qur’an and as-Sunna. The basis of character education in Islam is the Qur’an the character of the Prophet Muhammad. Character education is very important at this time because character will show who we really are, character will determine how someone makes decisions, character determines attitudes, words, and actions of someone, people who have good character, then the words and deeds will also be good, so all it will become a unified identity and personalize itself, making it easy to distinguish from other identities. The purpose of character education is to form a person of noble character because the noble character is the base of goodness. People of good character will soon leave goodness and leave badness. Implementation of character education in Islamic educational institutions varies greatly depending on the policies of these educational institutions

    Educationg Citizens, Building Communities: Annual Membership Survey Results - Executive Summary

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    Campus Compact’s annual survey of its 1,100+ member colleges and universities gauges a host of measures of campus commitment to and support for service, service-learning, and civic engagement. Results over the past decade reflect a deepening awareness of the importance of such activities in enhancing teaching and learning, building strong community/campus partnerships, and educating the next generation of responsible leaders

    1954 Summer, Memphis State College bulletin

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    Vol. 5, No. 5 of the Memphis State College bulletin containing The Graduate School schedule of classes for summer quarter 1954.https://digitalcommons.memphis.edu/speccoll-ua-pub-bulletins/1216/thumbnail.jp

    MINE - Mobile Learning in Higher Education

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    Mobile technologies are an important part of our daily life and we carry them with us all the time. Mobile learning is already used a lot in informal and non-formal learning, but in the context of formal learning it is not much used, yet. In the area of formal learning at universities, there is a great need for pedagogic scenarios to encourage educatorsto use these new technologies. It is suggested that educators will need to move beyond the didactic approaches still frequently found in higher education. Social constructivist approaches have been advocated, along with the development of communities of practice to support educators. In addition, more emphasis on learners is required, to understand how they are already using mobile devices to support their learning and to encourage their active participation in mobile learning in formal settings. This paper will present some of the work of the ERASMUS+ funded MINE project which has brought together teachers and learners from a range of European institutions to help develop competencies for active mobile learning in higher education. On the one hand, mobile learning is defined by the use of different mobile devices such as smartphones, tablets, and notebooks and on the other hand, by the use of free and open knowledge resources. Additionally, the development of an open feedback culture and new forms of performance assessments are important components. The European teaching and research project MINE - Mobile Learning in Higher Education aims to increase the use of mobile technologies in higher education and contribute to the development of teaching and learning scenarios in this field. The use of mobile learning in higher education should also increase the participation of the learner in the learning process. Within this project, a curriculum for university teachers will be developed to prepare university teachers with all competences they need to implement mobile learning in their teaching. But also students need some preparation, because most of them are not used or have not enough media competences to use mobile learning. Because of that a second curriculum for a students course will be developed as well within this project. The aim is to produce open educational resources (OER) on the way, especially to be used for mobile learning, but there will also be practical examples of mobile learning, which can be easily adapted for other teaching subjects. All relevant documents and results of this project will be published under the creative commons license and can be downloaded from the project website. At the conference, we would like to present our findings from the international project in 2016 and 2017. At the intensive program in February 2018 teachers and learners from a range of European higher education institutions discussed different possibilities to integrate scenarios of mobile learning in education. These included the use of podcasts, augmented and virtual reality, the production of videos with students and teachers, the use of learning management systems and the integration of social media (for example blogs, Instagram, and Twitter) for learning. The presentation will use some of the MINE scenarios to elaborate on the possibilities and problems for active mobile learning in higher education across Europe.info:eu-repo/semantics/publishedVersio
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