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izz aty

Chronic Diseases and the Developing World | Globalization101 - 0 views

www.globalization101.org/ses-and-the-developing-world-2

shared by izz aty on 11 Oct 14 - No Cached
  • Deaths and disabilities from chronic disease are indeed preventable with the right, timely investments. Funded initiatives and government policy can play a vital role in reducing obesity, inactivity and tobacco-use, but they are not enough. When the governments of the United Kingdom forced schools to offer healthier foods in the cafeteria, many students still opted to bring their own lunch instead.23 The decision to change lifestyle choices and habits cannot be imposed on a population. Until people are convinced of the need to live in a more health fashion, chronic diseases will continue to plague developing and developed societies alike.
izz aty

Problems of Development Today | Globalization101 - 0 views

www.globalization101.org/problems-of-development-today

shared by izz aty on 11 Oct 14 - No Cached
  • the problems facing developing countries revolve around what are generally called “structural constraints” to development
  • a modern economy cannot function without a division and diversification of labor. Thus, countries with small populations may have trouble developing and gaining access to markets, while landlocked countries may struggle to integrate with global markets and expand their economies.
  • Other common constraints on development are high economic poverty, hunger, high mortality rates, unsafe water supplies, poor education systems, corrupt governments, war, and poor sanitation. These factors all combine to create what the World Bank calls “poverty traps”—cycles that must be broken for countries to develop
  • ...1 more annotation...
  • geographic advantages do not always result in sound development in cases when governments squander valuable natural resources. The World Bank, therefore, recommends that countries focus on six areas of policy to improve chances of development: Investment in education and health Increasing productivity of small farms Improving infrastructure (for example, roads) Developing an industrial policy to promote manufacturing Promoting democracy and human rights Ensuring environmental protection
izz aty

Developing Countries and Problems They Face :: Papers - 0 views

www.123helpme.com/view.asp

developing country

shared by izz aty on 11 Oct 14 - No Cached
  • 70% of the population in Third World countries do not have access to any organised health care.
  • four adults in ten who can read and write and less than one in four children go to secondary school
  • Work can give us identity, security and the means to meet many of our other basic needs
  • ...9 more annotations...
  • world unemployment stands at around 500 millions, 300 millions of there are in the less-developed countries.
  • many LDCs suffer from wars
  • also force many people to leave their homes and become refugees in other safer countries
  • Wars destroy crops, homes, schools and Hospitals etc. causing even more poverty.
  • neighbouring countries may have been developing, but a sudden influx of refugees with no money or food can make that country poor again.
  • Natural disasters
  • a lot of natural disasters, such as floods, earthquakes, and droughts. Disasters like there destroy homes and crops, causing people to become poor again
  • All LDCs have had to borrow money from the banks of rich countries. They have to pay interest on these loans and this money could have been spent on development
  • because the interest is so high, in that case the LDCs will get poorer and MDCs will get richer
  • izz aty on 11 Oct 14
     
    (clearly not well-proofread, but some points are worth considering I think)
izz aty

Corkboard Connections: 12 Ways to Motivate Reluctant Readers - 0 views

corkboardconnections.blogspot.co.uk/...otivate-reluctant-readers.html

reading education language learning language education literature esol

shared by izz aty on 15 Oct 14 - No Cached
  • izz aty on 15 Oct 14
     
    "Here are a dozen strategies that are often included in Reading Workshop, and none of them involve stickers, certificates, or pizza. External rewards may work in the short term, but the best way to foster a love of reading is to help your students discover that a great book is a reward in itself! "
izz aty

10 questions to understanding PISA results | The EDifier - Center for Public Education - 0 views

blog.centerforpubliceducation.org/...-to-understanding-pisa-results

PISA american education OECD education

shared by izz aty on 17 Oct 14 - No Cached
  • The rhetoric pertaining to the quality of our public schools is certainly going to be amplified tomorrow, with critics lamenting how the results show our public schools are in dire straits while others will argue the results are meaningless
  • an assessment of reading, math, and science literacy given every three years to 15-year-old students in public and private schools in about 65 countries.
  • international institution Organisation for Economic Cooperation and Development (OECD) coordinates the development and administration of PISA worldwide
  • ...9 more annotations...
  • PISA is designed to measure how well students can apply their knowledge to real-world situations. To measure such skills, the test items on PISA are primarily “constructed response,” meaning the test-taker has to write their answers to the questions, and there are few multiple-choice items.
  • PISA is one of the few tools we have to compare the outcomes of high school students internationally.  PISA provides valuable information on how prepared high school students are for postsecondary success whether in the workplace, career training, or higher education.
  • Every industrialized country now educates all their students, including language minority, special needs and low-performing students. Every country that participates in PISA must adhere to strict sampling rules to ensure the country’s results are nationally representative of all 15-year-old students. Indeed, the decision to test secondary students at age 15 was made in part because young people at that age are still subject to compulsory schooling laws in most participating nations, which provides more assurance that PISA will capture the broadest sample.
  • OECD reports statistically significant differences in performance between nations, which is a more accurate way to look at PISA rankings than a straight listing of average scores.
  • Does PISA measure the effectiveness of public school systems? Not completely, for three reasons: 1) PISA results are representative of the performance of all 15-year-olds in participating countries including those  attending private schools; 2) PISA makes no attempt to isolate schools from outside factors such as poverty or high proportions of non-native language speakers that may have an impact on  performance —such factors are important to include in the mix when evaluating the effectiveness of each country’s schools; and 3) No single measure can incorporate every outcome we expect from our public schools
  • look at how much time other countries give teachers for professional development, how much they pay their teachers, how much time teachers spend in the classroom, how much flexibility exists at the local level, how special needs students are taught, and how much time students spend in school.
  • see PISA results as an opportunity to assess if best practices in teaching and learning in other countries can also work for secondary schools here in the U.S.
  • just because a high-performing or high-gaining country does something does not mean it will work in U.S. schools.
  • Many analysts observe that poverty has a greater impact on student performance in the U.S. than elsewhere. For one thing, the U.S. has the highest child poverty rates among industrialized countries. For another, students in the U.S. who live in poverty tend to have less access to resources that research consistently shows impact student achievement, including highly effective teachers, access to rigorous curriculum, and high quality pre-k programs.
izz aty

Scandinavia school science slowcoach Norway gets left behind in PISA polls / News / The... - 0 views

theforeigner.no/...gets-left-behind-in-pisa-polls

scandinavian education norway OECD PISA

shared by izz aty on 17 Oct 14 - No Cached
  • “We must have higher ambitions than staying around the average level among OECD (Organisation for Economic Co-operation and Development) countries,” declared the Minister at Tuesday’s press conference in Oslo.
  • Norway is within the OECD (mean) average bracket when it comes to the sciences (494), and slightly below it in math (501). But these are still not results, “we can be satisfied with,” added Minister Isaksen.
  • The PISA 2012 survey results were slightly different when it came to Norwegian students’ reading skills. They have improved since the last time, albeit just slightly, with 503 in 2009, against 504 now – though female pupils still did better than their male peers.
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  • “I am convinced that teachers want more professional input,” declared Minister Isaksen.   “Good teachers will have the opportunity to be even better with our teacher boost,” he concluded.
  • below Finland with its 524 points, Norway also comes second amongst the Nordics. Denmark gets 496 points, while Iceland and Sweden ‘tie’ with 483. The OECD’s mean average is 496.
  • Math skill levels measured by the PISA 2012 presented a significant decline of 9 points compared to 2009 (external link) to 489.As a Nordic country, Norway also trails Finland, Denmark, and Iceland. These countries got 519, 500, and 493, respectively. Sweden got 478. Norway’s scores when it came to science subjects also dropped compared with 2009, getting 500 against 495 now (external link).
izz aty

What you can claim | Disability Rights UK - 0 views

www.disabilityrightsuk.org/benefits-checklist

UK disabled dissertationZ rights education english special ed

shared by izz aty on 18 Oct 14 - No Cached
  • education benefits education grants education maintenance allowance
  • Disabled students
  • education grants education maintenance allowance
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  • education benefits - You may be able to get free school meals for your children if you are on a low income. Local authorities also supply free school meals for certain age groups. You may also be able to get help with the costs of travel to school or be entitled to a school clothing grant. For more information contact your Local Authority. education funding - For information on funding further, higher and postgraduate education see our education factsheets page. education grants - see Factsheet F48 - grants for students aged 16 and over in school and further education.
izz aty

Introduction - Issues ...about Change, Inclusion: The Pros and Cons, Volume 4, Number 3 - 0 views

www.sedl.org/...issues43.html

american special ed inclusion inclusion history

shared by izz aty on 18 Oct 14 - Cached
  • Philosophical, educational, and legal arguments for and against greater inclusion are also presented
  • discussion of implications for educational practitioners and district policy makers
  • Reynolds (1988) uses the term "progressive inclusion" to describe the evolution of services to those with various disabilities. He and others (Winzer, 1993; Stainback, Stainback, & Bunch, 1989b) point out that as the United States emerged as a nation, no educational services were available to people with disabilities
izz aty

Assessing No Child Left Behind and the Rise of Neoliberal Education Policies - 1 views

aer.sagepub.com/...493.short

american special ed no child left behind neoliberalism education high-stakes testing globalisation

shared by izz aty on 18 Oct 14 - No Cached
  • No Child Left Behind and other education reforms promoting high-stakes testing, accountability, and competitive markets continue to receive wide support from politicians and public figures. This support, the author suggests, has been achieved by situating education within neoliberal policies that argue that such reforms are necessary within an increasingly globalized economy, will increase academic achievement, and will close the achievement gap.
  • the author offers preliminary data suggesting that the reforms are not achieving their stated goals. Consequently, educators need to question whether neoliberal approaches to education should replace the previously dominant social democratic approaches.
izz aty

Equity, democracy, and neoliberal assaults on teacher education - 1 views

www.sciencedirect.com/...S0742051X08000656

american special ed high-stakes testing neoliberalism education globalisation democracy teacher education

shared by izz aty on 18 Oct 14 - No Cached
  • Although in the long run, neoliberalism has a track record of undermining equity and democracy, in the short run it has directed attention to education needs that have been inadequately addressed
  • what teacher education in the US can do to advance equity and democracy in five areas: recruitment and admission, early fieldwork, professional coursework, student teaching, and on-going professional development
  • three neoliberal pressures teacher education: (1) away from explicit equity-oriented teacher preparation, and toward preparing teachers as technicians; (2) away from defining teacher quality in terms of professional knowledge, and toward defining it terms testable content knowledge; and (3) toward shortening university-based teacher education or by-passing it altogether. It concludes by emphasizing the importance of collaborating with underserved communities as a way of pushing back against neoliberalism.
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  • Although in the long run, neoliberalism has a track record of undermining equity and democracy, in the short run it has directed attention to education needs that have been inadequately addressed.
  • neoliberalism has a track record of undermining equity and democracy, in the short run it has directed attention to education needs that have been inadequately addressed
izz aty

Hall, J 2014 Children's Human Rights and Public Schooling in the US (abstract) - 0 views

link.springer.com/...978-94-6209-197-9_1

education human rights convention of rights of the children american education

shared by izz aty on 18 Oct 14 - No Cached
  • In certain areas, the US may have a better track record compared to other nations. However, human rights concerns are confronted everyday by people in this country, including children.
  • against the backdrop of neoliberal expansion, serious human rights violations are taking place among children in the US. The daily struggles among groups of school children in the US are specifically considered
  • izz aty on 18 Oct 14
     
    Inside: "In an economony increasingly shaped by neoliberal reform, the conditions of children everywhere are deteriorating. Makret logics supported by translational bodies, networks, constituents, and policies - such as the UM, the World Bank/IMF, the WTO, and the World Economic Forum and the World Water Forum - bear out such outcomes (Goldman 2006, 2006; Goodman, 2011; Kloby, 2004). This economy helps shape policies and interaction in al spaces, including public schools in the US. When it comes to schools children are often silenced further by the gutting of school budgets, unequal funding, racial sorting/segretaion/violence, sexual harassment...targeted cuts to ESL and SE programs, and overal privatization. Given their vulnerabilities, for children to have any chance to succeed there muust be a significant shift in thinking among the public. The CRC must be debated in the US inlcuding a discussion of its problems and promise/potential. The US must ratify an improved version fo the CRC, live up to iy, and other nations must too... Public schools could be the forum where these conversations begin. Regrettably, many are unfamiliar with this convention and/or are unaware of its existence."
izz aty

Mohd Yusof et al 2011 Teachers' Perceptions on the Blended Learning Environment for Spe... - 1 views

www.ipedr.com/6-T00006.pdf

malaysian special ed ICT education

shared by izz aty on 18 Oct 14 - No Cached
  • izz aty on 18 Oct 14
     
    Challenges: several factors shown in the model that defined challenges in learning environment according to the teachers' perceptions. They had shared that, they have limited content on ICT based materials to apply and implement in the learning environment. These also included the lack of digital resources suitable for special needs learners, the non-digitalized assessment and tasks. Moreover, the elements of interactivity are limited in the learning environment. In terms of connection, the space and the facilities for special education is still limited. Moreover, it has been assumed that the special needs learners had limited confidence to use the ICT facilities and to operate it. The teachers felt that they could not the ICT facilities in learning because they lacked the skill and experience to operate the ICT facilities. "Although access to ICT is not a problem; teachers felt they lack the necessary skills to integrate ICT"(Ngah & Masood, 2006, p. 238). The government has provided the facilities, however, the teachers are unable to utilise it. Benefits In term of benefits of a blended learning environment, the teachers felt that ICT will give them the opportunity to enhance their computer literacy skills. They might only know what it is, but they can learn and use it in their teaching. Moreover, it wills build-up teacher creativity to build their own learning environment that suits the students. For example, the animation project helped the special needs students to learn a new skill and enhance their attention and motivation (Yusof & Aziz, 2010; Yusof & Song, 2010). According to previous research by Mayer & Moreno (2002), Mayer's principle had shown the benefit of using the multimedia as the tool help enhance student engagement. He also stated the guideline to ensure the suitable elements in the multimedia content (Mayer & Moreno, 2002; Yusof & Aziz, 2010). The use of ICT helps them to minimize the use of paper, and the activities on a computer ca
izz aty

BBC News - No siblings: A side-effect of China's one-child policy - 0 views

www.bbc.co.uk/...magazine-25035280

china china ed one child policy politics policymaking foreign policy

shared by izz aty on 30 Oct 14 - No Cached
  • Chinese families used to have an average of four children each, but life changed radically in 1979, when a law was introduced dictating that most parents could only have one child. Last week, we learned that the policy will now be relaxed, after being enforced across the world's most populous country for more than a generation.
  • "On the township roads, there are slogans written on flamboyant red banners, telling people to have fewer children and raise more pigs,"
  • "Most of my audiences don't realise they have a special identity," he explains, noting that many parents even stopped questioning why they couldn't have more than one child and forgot that things had ever been different.
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  • "Every family suddenly had a huge amount of discretionary income to invest in education and also in consumption," Fong explains. The resources that had been spread among several children in past generations were now focused on one child.
  • In 1979, when the policy was first unveiled, the new rules were a major adjustment for those accustomed to large families. But children growing up under the policy were unaware of this. And in the early years, the parents of most new single children came from large families - so instead of siblings the children were able to forge close relationships with cousins.
  • If my parents had had other children, they would have paid less attention to me, in which case I might have spent more time and energy doing things that interest me. Chinese parents of my parents' generation like to plan life for their children," she explains.
  • as a single child, I have the responsibility to look after my parents. I couldn't leave my city. I need to be with them. This is something I cannot change."
  • "As an only child, I have my parents' love all to myself," she says firmly. "I don't want to share my parents with others."
  • what about Little Emperor Syndrome
  • a number of studies - including many conducted by Chinese researchers - have failed to turn up any nasty personality traits among those who grew up in China's one-child families. There's no real evidence that China's singletons are any different than other children, they argue.
  • University of Melbourne economist Nisvan Erkal. "What we found was that people born after the policy, and who are single children because of the policy are significantly less trusting, less trustworthy, more risk averse and less competitive," he says. "From the surveys, we find they are also more pessimistic and less conscientious."
  • An increasing tendency for people to move home for the sake of a job also makes it more likely single children will grow up without close ties to their grandparents, or even childhood friends, notes the sociologist, Vanessa Fong.
  • Ge and her husband qualify for a second child. However, she knocks down that idea with a quick wave of her hand. A second child would be too expensive, she explains, if she wants to be able to afford a good lifestyle.
  • "It is not that we don't want to raise more children, it is that we cannot create that many opportunities for them. If I cannot create that much opportunity for my children, I think that my children will feel lost in competition against other children," she says.
izz aty

The Economist Insights - Expert Analysis and Events | Starting Well - 1 views

www.economistinsights.com/...starting-well

ECE education

shared by izz aty on 30 Oct 14 - No Cached
  • Until the 1980s, preschools in most countries were largely focussed on providing simple child minding. But as economies shift towards more knowledge-based activities, awareness about child development—the need to improve their social awareness, confidence and group interaction skills, and to prepare them for starting primary education—continues to grow. Nevertheless, policymakers still give most attention to the tertiary, secondary and primary levels of education, in descending order of importance, with the least focus given to the early years of child development.
  • also broader reasons to invest in preschool. At one level, it helps facilitate greater female participation in the workforce, which bolsters economic growth
  • From neuro-scientific research, we understand the criticality of early brain development; from social science research, we know that high quality programmes improve children’s readiness for school and life; and from econometric research, we know that high quality programs save society significant amounts of money over time.  Early childhood contributes to creating the kinds of workforces that are going to be needed in the twenty-first century.”
  • ...19 more annotations...
  • preschools can help ensure that all children get a strong start in life, especially those from low-income or disadvantaged households.
  • The Nordic countries perform best at preschool, and European countries dominate the rankings.
  • especially so in very unequal societies where you get generational and cyclical repetition of poverty and low achievement.”
  • the Starting Well Index assesses the extent to which these governments provide a good, inclusive early childhood education (ECE) environment for children between the ages of three and six. In particular, it considers the relative availability, affordability and quality of such preschool environments.
  • As economies increasingly compete on the quality of their human capital, policymakers need to ensure that all children get the best possible preparation for primary school.
  • Finland, Sweden and Norway top the Index, thanks to sustained, long-term investments and prioritisation of early childhood development, which is now deeply embedded in society
  • Europe’s state-led systems perform well, as the provision of universal preschool has steadily become a societal norm. This trend continues to develop. Ireland introduced a universal free year of preschool in 2010, for example, despite chronic budgetary difficulties
  • In general, the leading countries in this Index have the following elements in place for their preschool systems: A comprehensive early childhood development and promotion strategy, backed up with a legal right to such education. Universal enrolment of children in at least a year of preschool at ages five or six, with nearly universal enrolment between the ages of three and five. Subsidies to ensure access for underprivileged families. Where provision is privatised, the cost of such care is affordable relative to average wages. A high bar for preschool educators, with specific qualification requirements. This is often backed up with commensurate wages, as well as low student-teacher ratios. A well-defined preschool curriculum, along with clear health and safety standards. Clear parental involvement and outreach. A broad socioeconomic environment that ensures that children are healthy and well-nourished when they enter preschool.
  • also a major force in helping overcome issues relating to child poverty and educational disadvantage
  • not to suggest that quality preschool programmes are lacking in these countries. But such schemes are not available or affordable to all strands of society, while minimum quality standards vary widely
  • Many high-income countries rank poorly, despite wealth being a major factor in a country’s ability to deliver preschool services
  • For emerging countries seeking to improve their innovative potential, they need to ensure that as many children as possible have a strong start in life. This is a crucial first step as they seek to transform their economies from low to high value-add activities.
  • Public sector spending cuts pose a major threat to preschools, especially among recent adopters
  • especially true within countries where preschool provision is not yet a societal norm,
  • increased government investment in early childhood development, if directed well, can result in annual returns ranging from 8% to 17%, which largely accrue to wider society. Such returns come from the reduced need for later remedial education and spending, as well as lower crime and less welfare reliance in later life, among other things.
  • Among wealthier countries that are making considerable steps towards quality universal provision, many have yet to enforce even a minimum level of preschool as a legal right for children.
  • Affordability of preschool is typically worst in those countries where availability is most limited. As simple economics would suggest, those countries with the lowest availability of preschool are also the ones where it is most expensive. This hits lower-income countries hard. In China, the least affordable country in this Index, preschools in Beijing charge monthly fees up to six times as much as a top university. In general, as preschool provision becomes more widely available in a country, it also tends to become more affordable.
  • Ensuring a high standard of teacher training and education, setting clear curriculum guidelines, and ensuring parental involvement are some of the main drivers of preschool education quality
  • Other factors can help too: reducing student-teacher ratios in classes; ensuring good health and safety measures; and creating clear links between preschool and primary school, to name just a few.
izz aty

Singapore's obstacles to higher fertility rates - 0 views

sg.theasianparent.com/to-higher-total-fertility-rate

singapore

shared by izz aty on 31 Oct 14 - No Cached
  • izz aty on 31 Oct 14
     
    "According to the Workers Party of Singapore, there are structural obstacles to the realization of high Total Fertility Rate in Singapore. These are the structural obstacles."
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