Media, Public Storytelling and Social Justice: An Introduction to FOMACS, Forum on Migration and Communications

This case study, commissioned by Atlantic Philanthropies, presents snapshots of projects demonstrating how The Forum on Migration and Communications (FOMACS) strengthens the voices of migrants and NGOs who work in the migrant sector by using collaboration, creative arts, digital media and storytelling as catalysts for social change, advocacy and educational transformation

Women, literacy and health: comparing health and education sectoral approaches in Nepal

Functional adult literacy interventions have been regarded for many decades by policy makers as an effective way of imparting health knowledge. Supported by research on the statistical relationships between women’s literacy rates and health indicators, this dominant policy discourse is based on assumptions that non-literate women lack understanding and confidence, and that formal programmes and institutions constitute the main sites of learning. Proposing a broader conceptualisation of literacy as a social practice and of health as connected with social justice, this article draws on policy analysis and the authors’ earlier research in Nepal to re-examine the relationship between gender, literacy and health. By comparing health and literacy approaches used within the education and health sectors and taking account of new and indigenous informal learning practices, the article points to ways of investigating the complex interaction of factors that influence inequalities in gender and health at community level

Entrepreneurship Summit Executive Summary

Summarizes discussions from an April 2008 conference on the core components of an effective entrepreneurship support program, policy options for building an infrastructure that fosters innovation, and concepts to be explored, such as "economic gardening.

Adult education in small states : the case of Malta

A small state faces several challenges with regard to adult continuing education and training. The paper discusses some of these challenges with specific reference to the Mediterranean small island state of Malta. It starts with a general discussion of some of the issues affecting adult education in a small state such as Malta that paves the way for the more focused analyses in the second and third sections. These sections focus on a selection of just two topics from among the many that affect adult education in Malta, namely those of adult education and work and adult education for sustainable development. These analyses are tackled from the perspective of the small state condition.peer-reviewe

Digital Literacy Key Performance Indicators for Sustainable Development

The concept of digital literacy has been defined in numerous ways over the last two decades to incorporate rapid technological changes, its versatility, and to bridge the global digital divide. Most approaches have been technology-centric with an inherent assumption of cultural and political neutrality of new media technologies. There are multiple hurdles in every stage of digital literacy implementation. The lack of solutions such as local language digital interfaces, locally relevant content, digital literacy training, the use of icons and audio excludes a large fraction of illiterate people. In this article, we analyse case studies targeted at under-connected people in sub-Saharan Africa and India that use digital literacy programmes to build knowledge and health literacy, solve societal problems and foster development. In India, we focus on notable initiatives undertaken in the domain of digital literacy for rural populations. In Sub-Saharan Africa, we draw from an original project in Kenya aiming at developing digital literacy for youth from low-income backgrounds. We further focus on Senegal, Mali, Burkina Faso and Tanzania, where field studies have been conducted on the use of digital technologies by low-literacy people and on how audio and icon-based interfaces and Internet lite standard could help them overcome their limitations. The main objective of this article is to identify key performance indicators (KPIs) in the context of digital literacy skills as one of the pillars for digital inclusion. We will learn how digital literacy programmes can be used to build digital literacy and how KPIs for sustainable development can be established. In the final discussion, we offer lessons learned from the case studies and further recommendation for stakeholders and decision-makers in the field of digital health literacy

The prospect of educational technology in Tibetan schools in India

The purpose of this research paper was to determine the prospect of educational technology in Tibetan schools in India. In order to look at this, an attempt has been made to determine the present status of technology in Tibetan schools by collecting data through survey, telephone interview, electronic mail, on-line resources, and documents published by related organizations. This paper also focuses on the present situation of the Tibetan schools, and looks at the primary problems of technology integration into the schools. Through survey and telephone interview, an attempt was made to determine the attitude and motivation of teachers, administrators, and students to integrate technology into the school infrastructure. Information on computer technology, Internet Service Providers and other relevant materials in India are gathered to help determine the goals and objectives of educational technology

Environmental Education In India: Analysis Of National Curriculum And Pedagogical Approaches

India, being a fast-growing major world economy and home to one-sixth of the world’s population, has a significant impact on the consumption of natural resources. As a result, it produces a huge amount of carbon emissions even though per capita emissions are low in the country. Hence, it is very important that current and future Indian generations not only understand the value of sustainable development but also incorporate it into their daily life. Education has a key role in developing that understanding and, therefore, it becomes important that pedagogical approaches commonly employed in Indian schools align well with the country’s development agenda and its sustainability goals. The curriculum documents are important in providing direction to the teaching practices and guiding educators to provide students with the best learning opportunities. This study examines the position of SDGs within the Indian environmental education curriculum and effective pedagogical approaches that enhance understanding in young minds and help enable them to follow and adopt the path of sustainable development. The study involves a two-stage evaluation design involving document analysis and critical literature review. Findings of the study reveal that the EE curriculum consists of concepts that provide knowledge about some SDGs at the elementary level, however, several SDGs are not well represented in the curriculum. The concept of sustainable development needs to be more deeply placed within the curriculum. Findings from the analysis of the literature review show that EE is implemented through three pedagogical approaches: infusion, separate subject, and extra-curricular activities in Indian schools. It is also clear from the findings that many Indian scholars believe that schools in India should adopt EE pedagogical approaches that involve practical, experiential, and activity-based iii learning as these are successful in helping students to develop pro-environmental attitudes, behaviours, understanding, and skills. Scholars also believe that courses offering knowledge about local issues, the presence of eco-clubs and support from environmental NGO’s also significantly improve the learning experience of students. It is also emphasized by scholars that use of multimedia and social media technologies can bring more fruitful results in EE by making learning easily comprehensible, effective, efficient, resourceful, applicable, and economical. However, research findings from the analysis of the curriculum demonstrate that teaching about climate action needs to be stronger within the Indian school curriculum. Pedagogical approaches and effective practices that improve the learning experience of students about sustainability and climate solutions should be encouraged through EE in Indian schools. More theoretical pedagogical approaches are being currently used in EE than practical approaches in schools across Indian. Therefore, this gap must be filled through providing more experiential learning opportunities to the students

The role of public libraries in enhancing information literacy skills (ILS) of senior secondary school students in the Central District in Botswana

Modern day society is characterised by the availability of technology and the abundance of information in all formats that require all individuals using it to poses information literacy skills (ILS).ILS enable people the ability to locate, analyse, evaluate access and retrieve the desired information to satisfy a need. Research on IL in academic and school libraries has gained momentum in the field of Information Science where as little has been documented concerning public libraries and IL. This therefore calls for more research on IL in public libraries. Public libraries serve a wide and diverse community of which students are a part. In instances where school libraries are either non-existent or not developed, students seek assistance from the public library within their community. This study sought to investigate the role of public libraries in enhancing the ILS of senior secondary school students in the Central District in Botswana. The fact that school libraries in Botswana are underdeveloped to produce competent and confident students equipped with ILS that could be used in the work environment and continuous lifelong learning, motivated the study. A concern that there exists a gap in research concerning public libraries and IL within the Botswana context necessitated this study. The study used a survey research design where both quantitative and qualitative research approaches were adopted. This involved the collection and analysis of quantitative and qualitative data. The purpose of a mixed methods approach was based on the idea that qualitative results could assist in explaining and interpreting the findings of a quantitative study. Data collection involved three sets of closed ended questionnaires and observations in all schools and public libraries. The population of the study consisted of public librarians, teacher librarians and students. Quantitative data were analysed using the Statistical Packages for Social Sciences (SPSS) to generate statistics. The findings of the study revealed that the public libraries in the Central District in Botswana are above average in terms of materials and use. It brought to light that senior secondary school students use the public libraries for school purposes and get assistance when they seek for it. Public librarians do not have special classes aimed at enhancing the ILS of students. The public libraries offer IL in the form of computer training, they do this as, and when students register, just like the other members of the community. The library’s contribution to enhancement of the students’ ILS, (study skills, reading skills and use of reference works) is somewhat limited. Limited resources, lack of reading culture, low budgets, and lack of support from government negatively challenge the full potential impact of IL enhancement.Information ScienceM. Inf. Sc

Loughborough College: report from the Inspectorate (FEFC inspection report; 22/97)

The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFC’s inspectorate inspects and reports on each college of further education according to a four-year cycle. This record includes one of these reports

AIDS in schools: a human rights perspective on parameters for sexuality education

This article is set against the background of a sustained HIV/AIDS epidemic affecting the South African population, including the education sector. It explores the education sector’s responses to the epidemic in the area of sexuality education for learners. It is submitted that lifeskills education — the main medium for imparting sexuality education — is an essential instrument in the armamentarium against HIV/AIDS. However, lifeskills education is not value-free. The values that underpin lifeskills education are libertarian in orientation. They cherish diversity, and do not sit easily with a sectarian view of life. The success of lifeskills education will depend, in part, on striking an acceptable balance between the duty of the school to impart the knowledge and skills essential for development and survival, the evolving capacity of the learner, and parental authority. In the final analysis, the impetus is towards a sexuality education in which the core values of human dignity, liberty and equality are protected and promoted in accordance with the imperatives of the Constitution