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Education in Human Rights: Conceptions and Educational Practices
Francisca Barros Matos,
Maria Neves Gonçalves,
José Viegas Brás
Issue:
Volume 8, Issue 1, January 2019
Pages:
1-10
Received:
23 November 2018
Accepted:
22 December 2018
Published:
19 January 2019
Abstract: These paper article analyse the problem how the human rights are conceived and carried out made effective in the educational environment of two public high schools of the state system of education in Brazil, based on students’ perceptions and teacher’s opinions. Objectives of the study: Aligned to the Universal Declaration of Human Rights (UDHR) from 1948, as well as the fundamentals and the historical and legal milestones, the study proposes to identify youth perceptions and teacher’s opinions about the implementation of human rights in the school environment and its manifestations in educational practices. Methodology: We used a questionnaire with open-ended and close-ended questions to students (45) and interviews with open-ended questions to teachers (17). The categories analysed were organised in: tolerance and respect to differences and diversities, gender equality, respectful attitude towards sexual orientation, age differences, environmental care, experience in peace and solidarity situations, valorisation and respect to cultural diversities. Conclusions: Research results analysis of both in students’ and teachers’ perceptions revealed that in schooling context, considering the established interactions between teachers and students, and students between themselves, pointed to occasional situations of discrimination and prejudice hidden into “pleasantries” and “jokes” emulating ideological strategies of concealment and dissimulation of attitudes regarding lack of respect to the human dignity, considered a universal principle to the establishment of human rights.
Abstract: These paper article analyse the problem how the human rights are conceived and carried out made effective in the educational environment of two public high schools of the state system of education in Brazil, based on students’ perceptions and teacher’s opinions. Objectives of the study: Aligned to the Universal Declaration of Human Rights (UDHR) fr...
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Business English Teaching Strategies Based on Content and Language Integrated Learning Theory
Issue:
Volume 8, Issue 1, January 2019
Pages:
11-15
Received:
2 January 2019
Accepted:
23 January 2019
Published:
21 February 2019
Abstract: With the development of economy, business English talents are increasingly being needed in China, but the effectiveness of the training of business English students is not optimistic. How to cultivate the combination of “business” and “English” talents is an urgent problem to be solved in the field of business English education. This paper proposes some strategies of business English teaching based on the theory of language and content integration: to promote English learning with professional subject knowledge; to create an authentic language environment to help students construct the meaning of knowledge; to introduce communicative approach and collaborative learning into the classroom; and to put emphasis on cultivating cross-cultural awareness of the students. This paper tries to conclude that business English teachers should recognize the distinctive features of business English teaching, integrate the language and content, and then adopt targeted teaching strategies so as to get the aims of better promoting the effectiveness of business English teaching and optimizing the training of business English talents.
Abstract: With the development of economy, business English talents are increasingly being needed in China, but the effectiveness of the training of business English students is not optimistic. How to cultivate the combination of “business” and “English” talents is an urgent problem to be solved in the field of business English education. This paper proposes...
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The Roles of Mainstream Schooling and Shadow Education in English Language Teaching: A Case Study in Hong Kong
Issue:
Volume 8, Issue 1, January 2019
Pages:
16-26
Received:
2 January 2019
Accepted:
21 January 2019
Published:
21 February 2019
Abstract: In this article, the writers employ the Service Quality Gap Model to investigate a social phenomenon that has existed for decades but has taken off recently – Supplementary Education. Being a billion-dollar industry that reaches more than three quarters of students in prominent countries, it has a tangible influence on our education system. By comparing the first three stages of the model with interview recordings with students and teachers, the writer explores the differences between perceptions of the student and the teacher. In particular, the writer focuses on English language teaching, and will answer the following questions: does student motive for studying the language differ from what teachers and tutors think it is? Does teaching material conform to student expectations of what they will be learning? What different roles do traditional institutions and tutoring centres play specifically in ELT; in particular, are they positively supplementary to each other, or are they negatively contrastive and competitive in nature? Findings suggest the longer supplementary education has existed a place, the more likely it indeed is supplementary to formal education.
Abstract: In this article, the writers employ the Service Quality Gap Model to investigate a social phenomenon that has existed for decades but has taken off recently – Supplementary Education. Being a billion-dollar industry that reaches more than three quarters of students in prominent countries, it has a tangible influence on our education system. By comp...
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Determinants of Choice of Career Among Physical Education Majors of Two Nigerian Universities
Issue:
Volume 8, Issue 1, January 2019
Pages:
27-29
Received:
16 November 2018
Accepted:
10 December 2018
Published:
25 February 2019
Abstract: The study investigated the predictor of choice of career among the Physical Education majors of two Nigerian universities. A total of 240 students comprising of 120 each from the two universities drawn from 300Level and 400Level using purposive sampling. The instrument used for data collection was a questionnaire designed using the 4 point Likert scale. The data analysis was done using frequencies, percentages and chi-square statistics at 0.05 level of significance. The results obtained in the study showed parents, peers, inability to get admission to other fields of study, and that availability of job did not influence the students’ choice of career. It is recommended that students need counselling in their choice of careers.
Abstract: The study investigated the predictor of choice of career among the Physical Education majors of two Nigerian universities. A total of 240 students comprising of 120 each from the two universities drawn from 300Level and 400Level using purposive sampling. The instrument used for data collection was a questionnaire designed using the 4 point Likert s...
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Disturbing Lessons from Free Primary Education in Sub Saharan African: A Case of Kenya, Tanzania, Malawi & Mozambique
Lucy Njura Barimbui Njeru
Issue:
Volume 8, Issue 1, January 2019
Pages:
30-35
Received:
20 January 2019
Accepted:
25 February 2019
Published:
18 March 2019
Abstract: A study on the progress of free primary education in Kenya, Tanzania, Malawi and Mozambique was conducted via literature search. A critical analysis of statistics from local and international websites was done with the aim of assessing the progress of free primary education in Sub Saharan Africa. Several conclusions were made about the progress of free primary education in Sub Saharan Africa. The first observation was that, there has been a steady progress in education in relation to the out of primary school rates as well as dropout over the past three decades. The African governments failed to eradicate the out of primary school children’s exorbitant numbers since 1990. As at 1990, 38.8 million primary aged students were out of schools in Sub Saharan Africa. The figure dropped to 34.1 million as of 2016. The second observation was that the African governments have been reluctant to set the actual cost of primary education per student per year. An average cost of less than $14 per primary student per year paid as grant by the Sub Saharan governments is insufficient to promote quality. Finally, whereas education has been perceived to be a vehicle of dealing with inequality, free primary education was observed to be fueling inequality among the students within, between countries and globally. Therefore, African governments should set strong monitoring and evaluation departments with the aim of eradicating challenges of free primary education. The problems of teacher-students ratio, dropout and out of primary school children has been there three decades ago and even today. A strong monitoring and evaluation systems could have eliminated these challenges in 1990s.
Abstract: A study on the progress of free primary education in Kenya, Tanzania, Malawi and Mozambique was conducted via literature search. A critical analysis of statistics from local and international websites was done with the aim of assessing the progress of free primary education in Sub Saharan Africa. Several conclusions were made about the progress of ...
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