Communications in education

The paper aims to provide evidence of the role of communications in education. The term communications is used in three interrelated ways: it refers to the interactions and engagements which take place between different actors in the education sector; it looks at the transmission of information, knowledge or data between two or more points; and it refers to the processes and means though which these interactions take place. The report identifies where communications in the education sector has been successful and some of its weaknesses. The paper focuses on spaces for communications in education, the processes of communications and the direct and indirect impacts of communications initiatives. It gives examples of a range of communication initiatives and provides evidence of impact, where available

Can professionals offering support to vulnerable children in Kenya benefit from brief Play therapy training?

This paper evaluates the perceived benefit to a group of thirty caring professionals of a brief training in Child-centred play therapy. Play therapy enables a child to create fictional worlds and in this way make sense of the real world. By playing in the presence of the therapist, who provides a trusting relationship and at times shares the play, the child is able to obtain relief from the negative effects of distress, sadness, anger or shame. All course participants had adult counsellor qualifications and worked with vulnerable children (n=30, age range = 25-56, mean years of experience = 10). The course was delivered in Nairobi, Kenya, East Africa via theory presentations; case presentations; practical skills demonstrations and instruction with tutor feedback and self-development awareness group teaching methods. Questionnaires provided qualitative data for consideration and analysis. Key findings included: pre-training prevalent feelings of inadequacy to meet the therapeutic needs of vulnerable children using adult style counselling; post-training perceived raised awareness of the therapeutic power of play with positive impact on professional and personal lives; perceived increase in therapeutic play skills and increased ease in establishing therapeutic rapport. Training was largely beneficial increasing the confidence, knowledge and skills of the course participants

Can professionals offering support to vulnerable children in Kenya benefit from brief Play therapy training?

This paper evaluates the perceived benefit to a group of thirty caring professionals of a brief training in Child-centred play therapy. Play therapy enables a child to create fictional worlds and in this way make sense of the real world. By playing in the presence of the therapist, who provides a trusting relationship and at times shares the play, the child is able to obtain relief from the negative effects of distress, sadness, anger or shame. All course participants had adult counsellor qualifications and worked with vulnerable children (n=30, age range = 25-56, mean years of experience = 10). The course was delivered in Nairobi, Kenya, East Africa via theory presentations; case presentations; practical skills demonstrations and instruction with tutor feedback and self-development awareness group teaching methods. Questionnaires provided qualitative data for consideration and analysis. Key findings included: pre-training prevalent feelings of inadequacy to meet the therapeutic needs of vulnerable children using adult style counselling; post-training perceived raised awareness of the therapeutic power of play with positive impact on professional and personal lives; perceived increase in therapeutic play skills and increased ease in establishing therapeutic rapport. Training was largely beneficial increasing the confidence, knowledge and skills of the course participants

Relationship of the Greater Boston Community Fund and the Greater Boston Community Council with organized labor

Thesis (M.S.)--Boston University, 1947. This item was digitized by the Internet Archive

Dropping out from school: a cross country review of literature

This paper provides an in-depth review and analysis of literature on dropping out from school, and focuses on children who have gained access, but fail to complete a basic education cycle. The main discussion is around why and how children drop out from school. Here drop out is not presented as a distinct event, but rather a process where a range of supply-demand factors interact to influence schooling access. The paper looks at literature in relation to household, community and social contexts of dropping out, as well as school supply and practices. It also explores what research is saying around pre-cursors to dropping out and factors which may influence retention. Finally, the study identifies gaps in research around dropping out and how CREATE research could address some of these

Transitions from Aboriginal-Controlled Post Secondary Institutes to Public Post Secondary Institutions

In spite of the significant strides that have been made in Aboriginal education over the last decade, a gap still exists in the number of Aboriginal students who enter and complete post-secondary education. Through a quantitative, community-based research approach the University of Victoria collaborated with the Indigenous Adult & Higher Learning Association (IAHLA) to gauge the barriers impacting transitions and identify factors contributing to successful transitions between IAHLA to Public Post-Secondary Institutions

An exploration of the experience of loss and its relationship to counselling practice

The research approach was qualitative, heuristic (Moustakas, 1990) and ethnographic. I emphasised personal and subjective knowledge as essential components of objectivity (Bridgman, 1950). The interview sample was thought to be experienced in loss. Ethnography was chosen as an approach because it bore a close resemblance to the routine ways in which people make sense of their everyday lives. (Hammersley & Atkinson, 1995)The main question was: What do people do when they experience loss? The results challenge prevailing medical theories in that we notice that grief can be life long and not necessarily pathological. Grief is idiosyncratic in nature. Books about the theory of grief speak to us although we are aware of them as simplistic and yet not simple enough to hold our experience. We search for models of loss in an attempt to plot ourselves in the process. We may feel wise and realise that all along we have held the key to our own difficulties in the process of loss. The agency and wisdom of the mourner is not acknowledged in medical models of grief. By interacting in the world we work at grief, when watching TV, reading a novel, involved in a love affair, friendship, putting a photograph in a frame or wallet, listening to music, talking, having sex, walking, being silent, accepting a caress, visiting a place.... The list is endless. All activity provides opportunity and location for grief work. The definition of grief work could be broader. The findings suggest that each of us has a functional grieving self, which is permanent, contains a cumulative store of pain and is ready when needed. It is located in a timeless dimension of the constantly changing, fluid self, a self that is not just intrapersonal but also located in the interpersonal, physical, spiritual and cultural domain

Access to basic education in Ghana: the evidence and the issues

This review of educational development in Ghana has been developed to explore key issues in access to education, capture recent research, and to identify gaps in knowledge and understanding. This critical analytic review provides the basis for research which seeks to identify children who are excluded from basic education, establish the causes of their exclusion, and identify ways of ensuring that all children comnplete a full cycle of basic education successfully

The value of third sector organisations’ provision of global learning CPD in English schools

Third sector organisations have been providing continuing professional development (CPD) for teachers in the UK in the field of global learning over decades. Given the patchy provision within initial teacher training, these organisations are the main source of support for teachers in helping their pupils engage with and respond to global issues. Drawing on qualitative and quantitative data from the Global Learning Programme in England (GLP-E 2013–18), this article investigates what teachers identify as valuable from the global learning CPD they received from organisations on the programme. Teachers value the specialist expertise, both in terms of global learning knowledge and pedagogy, the relationships they develop with global learning organisations, and the willingness of these organisations to collaborate for the benefit of schools. The findings demonstrate that there is potential for a greater contribution to teachers’ global learning professional development within schools, but this requires more consistent, engagement with global learning organisations over the longer-term. To facilitate this, policymakers need to ensure a sustained funding environment both for schools and the global learning sector if teachers are to be sufficiently supported for working in an increasingly global and rapidly changing world